REPOKT 



EXAMINATIONS OF SCHOOLS 



NORFOLK COUNTY 

MASSACHUSETTS. 



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GEORGE A. WALTON, 

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117 Fkanklin Street. 
1880. 



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REPORT 



EXAMINATIONS OF SCHOOLS 



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NORFOLK COUNTY, 

MASSACHUSETTS. 



BY 

GEORGE A. WALTON, 

AGENT OF THE STATE BOARD OF EDUCATION. 



BOSTON: 
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117 Franklin- Street. 
1880. 



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REPORT. 



A COMMITTEE of the Norfolk County School Committees' 
Association was appointed at the fall meeting in 1878, for the 
purpose of examining the children throughout the county that 
had been four years, and those that had been eight years, in 
school. I was invited by the Committee to act for them in 
making the questions, and in conducting the examinations. 
By direction of the Board of Education I entered upon this 
work. The Board subsequently requested me to furnish to 
them in tabular form, as well as to the County Association, 
the results of the examinations. These results, with the ne- 
cessary explanations, are herewith submitted. 

Extent of the Examinations. 

The examinations were to be of children that had been four 
years and those that had been eight years in school, and were to 
embrace the three leading studies pursued in the schools, — 
reading, writing, and arithmetic. 

It was at once apparent that there would be difficulty in 
ascertaining with any degree of accuracy what pupils had been 
in school four and eight years, and then of separating such, and 
examining them by themselves ; nor was it supposed that such 
a definite limit in point of time was contemplated by the Asso- 
ciation. The presumption was that pupils who had been in 
school four years would be about nine or ten years old, and 
would be found in the upper class of the primary schools ; and 
that those who had been in school eight years would be about 
thirteen or fourteen years old, and would be found in the upper 
class of the grammar schools. Accordingly it was decided to 
examine the upper class in each of these two grades of schools, 
and only in exceptional instances were the questions submitted 

123 



124 BOARD OF EDUCATION. 

to pupils ill other grades. These were practically grammar 
classes ; two were classes that had been recently admitted 
from grammar to high schools, and four or five were classes of 
the grammar grade in high schools. 

The following is the aggregate of classes and pupils exam- 
ined, with the kind of schools to which they belonged : — 

Number of primary classes 154 

gi-ammar classes 122 

Total . . . . 276 

Kumber of pupils of primary grade 2,866 

grammar grade 2,005 

Total . 4,901 

Number of priniaiy schools 90 

grammar schools 61 

mixed schools •• . . 61 

Total , . . 212 

After the examinations were in progress it was found that 
there was considerable difference in the ages of pupils belonging 
to the same class, and in the average age of pupils examined in 
different towns and in different schools of the same town. Ac- 
cordingly, without changing the basis of the examination, it 
was decided, in tabulating the results, to include only those of 
the lower grade whose ages were from eight and a half to ten 
and a half years, and only those of the higher grade whose ages 
were from twelve and a half to fifteen and a half years. By 
extending the age of the grammar grade to fifteen and a half 
years, liberal allowance was made for increased absences during 
the later years of school-attendance. That the major part of 
the pupils in the upper class of the grammar grade might be in- 
cluded in the tabulation, this extension was necessary in many 
of the schools. With these limits as to age, it will be seen, by 
comparing the total number examined with the total number 
tabulated, that a considerable number of those examined are 
not included in the tables. The number of pupils of the lower 
grade, whose rank is reported in full or nearly so in the tables, 
is 1,650 ; the number of the upper grade is 1,646 ; the total 
number is 3,296. 

The report of the oral reading, and in many schools also of 



EXAMINATIONS IN NORFOLK COUNTY. 125 

the written exercises, embraces all that were examined ; and 
the results would not differ essentially if, in all the branches, 
all the pupils examined had been reported in the tables. 

It should be stated that on many of the papers the ages of 
the pupils were omitted ; in all such cases it was assumed that 
they were of the average age of the balance of their class, and 
hence the results of their work are included in the tables of 
percentages in all the particulars of the examinations. 

Whilst the examinations, as already stated, were limited to 
reading, writing and arithmetic, in reading, the pupils were 
tested as to their power to read both to themselves and to 
others, and especially as to their ability to read at sight; under 
writing were embraced penmanship, spelling, and composition ; 
a test was applied to the pupils in arithmetic, to ascertain their 
proficiency in performing arithmetical operations, and their 
ability to comprehend and solve practical problems. All the 
results of the examinations were carefully marked upon a scale 
of one hundred. The aggregates and averages will be found in 
the tables appended to this report. 

If it appears that the schools as a whole rank higher in one 
branch than in another, the cause may be in the fact, or in the 
standard of the examiner who applied the tests, and judged of 
the results. It is not unlikely that some one branch receives 
more attention, or is better taught, in the schools than anotlier ; 
all that the examiner can claim is, that, in doing the work 
assigned, he has acted according to his best judgment. 

Tests akd Marking for Pupils Four Years in School. 

In preparing for the examination, it was assumed that a 
certain standard in each of the studies should be reached, and 
questions were submitted calculated to test the pupils with ref- 
erence to that standard. 

Reading. — The test in oral reading for pupils of the pri- 
mary grade was the reading of one of the "Prudy" stories. 
Tliree books were placed in the hands of the pupils, and passed 
in succession from one to another till all had read one or more 
paragraphs. The reading was of the grade of an ordinary 
third reader, and was read without previous study. 

Marking of Oral Reading. — The oral reading was marked 
with reference to the mechanical execution and expression ; 
and an average was taken. Under mechanical execution were 



126 BOARD OF EDUCATION. 

included position of body and of book, articulation, pronuncia- 
tion, fluency, and force ; under expression were included rate, 
pitch, stress, inflection, apparent understanding of the piece, 
and adaptation of qualities of voice to awaken thoughts and 
feelings in the mind of the hearer. 

Writing. — In testing the pupils of the primary grade in this 
branch, they were furnished with paper and lead-pencil, and 
were requested to write from dictation the following three 
sentences : — 

1. Which is the better scholar, John or I? 2. Whose little 
girl are you ? My father's. 3. This is a pleasant February day.^ 

Each pupil was also requested to write a letter under the 
following conditions : — 

He was to suppose himself to be at Lynn, or some other 
place, on a visit, and from that place he was directed to write 
to some person at his home ; he was to state three things about 
his visit, and to close by telling his friends that he was coming 
home the next Wednesday, and that he wanted to have the' 
carriage or sleigh sent to the depot to meet him. He was 
requested to write the letter in proper form, with date, address, 
compliments, and signature, these terms being expressed in 
language he could comprehend. 

In schools where the pupils had not been used to letter 
or composition writing, some hints were given to aid them in 
thinking of something to write. This may account for some 
similarities in the thoughts expressed in the letters. 

The letter was marked for its substance, for its mechanical 
execution, and for its forms. The substance was considered first 
for the thought, afterwards for the expression ; the results were 
then combined, and denoted by one percentage. Under the 
mechanical execution a percentage was found for the penman- 
ship, spelling, capitals, and punctuation. Under the forms a per- 
centage was found for the date, address, compliments, subscrip- 
tion, and general arrangement of the body of the letter. 

Penimanship, Spelling, Capitals, and Punctuation. — 
The letter and the sentences previously referred to were given 
as tests in all the above items ; the following words were also 
written from dictation for spelling : — 

1. week (seven days). 3. rode (past tense of ride). 

2. waste (to squander). 4. sail (of a boat). 

1 These forms were slightly varied, the last to suit the month and the weather. 



EXAMINATIONS IN NORFOLK COUNTY. 127 

Marking of Penmanship. — The penmanship was marked for 
its legibility and uniformity and for what it promised in these, 
and in rapidity. The standard was the greatest excellence at- 
tained by some of the best writers in the schools that excelled 
in penmanship. 

Marking for Spelling. — Spelling was marked by a percentage of 
the errors made in spelling the words, " week," " waste," " rode," 
and " sail," and by a percentage of the errors made in writing 
the sentences; there being in the sentences ten chances for 
errors. 

Marking for Capitals and Punctuation. — Violations of the 
most obvious rules for capitals and punctuation were marked 
from the sentences; there being seven chances for errors in 
the use of capitals, and four in the use of punctuation- 
marks. 

Marking of tlie Letter. — The percentage given for the sub- 
stance of the letter was about equally divided between the 
thought and the expression. In making up the percentage for 
the mechanical execution, twenty-five per cent was allowed for 
penmanship, twenty-five for correct spelling, thirty for the right 
use of capitals, and twenty per cent for the punctuation. In 
making up the percentage for the forms, the percentage was 
equally divided among the five items, the date, address, compli- 
ments, subscription, and arrangement of body, of the letter. 

Arithmetic. — The following tests were applied in num- 
bers ; — 

1. The pupils were required to write in order upon the paper 
the answers to the following questions : — 

I. How many are 

(1.) Three times seven, or 3 sevens? 

(2.) Eight times nine, or 8 nines? 

(3.) Six times seven, or 6 sevens? 

(4.) Nine times five, or 9 fives? 

(5.) Seven times eight, or ?• eights? 

(G.) Seven and eight, or 7 plus eight? 

(7.) Nine from seventeen, or 17 less 9? 

(8 ) Nines in seventy-two? (or times 9.) 

(9.) Eights in thirty-five? (or times 8.) 

(10.) Suppose you go to the store with a quarter of a dollar (twenty-five 
cents) in your pocket, and spend ten cents for a slate, and the rest of the 
money for oranges at three cents apiece, how many oranges would you buy? 

II. Write in column, and add, the following numbers: 184, 337, 692, 476, 
208, 356, 575, 993, and 888. 



128 BOARD OF EDUCATION. 

Marking of Arithmetic. — Two percentages were made in 
marking the arithmetic, — one for mental arithmetic, on the 
results in the first ten examples, the other for written arith- 
metic, on the column addition.. 

Tests and Marking for Pupils Eight Years in School. 

Reading. — The test in oral reading for pupils in the gran^ 
mar grade was a simple story selected from a Fourth Reader, 
"How Johnny bought a Sewing-Machine." The piece was 
read without previous study, three books being used, and passed 
from one pupil to another. 

The test in silent reading was applied by giving each pupil a 
printed narrative, which he read silently, and then wrote in his 
own language from memory. He was allowed about six min- 
utes for the silent reading, and about an hour for the writing. 

The following is the narrative : — 

" Cyrus, the Persian prince, had many masters, who endeavored to teach 
him every thing that was good ; and he was educated with several little boys 
about his own age. He was a boy of a very good disposition, and a humane 
temper ; but even in his youthful games he showed a strong desire to com- 
mand, and other boys used to make him their king. One evening, his father 
asked him what he had done or learned that day. ' Sir,' said Cyrus, ' I 
was punished to-day for deciding unjustly.' — ' How so? ' said his father. 
'There were two boys,' said Cyrus, 'one of whom was a great, and the 
other a little boy. Now, it happened that the little boy had a coat that was 
much too big for him, but the great boy had one that scarcely reached below 
his middle, and was too tight for him in every part. The great boy proposed 
to the little boy to change coats with him; "because then," said he, "we 
shall be both exactly fitted, for your coat is as much too big for you, as mine 
is too little for me." The little boy would not consent to the proposal; 
upon which the great boy took his coat away by force, and gave his own to 
the little boy in exchange. While they were disputing upon this subject, I 
chanced to pass by, and they agreed to make me judge of the affair. But 
T decided that the little boy should keep the little coat, and the great boy 
the great one, for which judgment my mastet punished me.' — ' Why so? ' 
said Cyrus's father : ' was not the little coat most proper for the little boy, 
and the large coat for the great boy?' — 'Yes, sir,' answered Cyrus, 'but 
my master told me I was not made judge to examine which coat best fitted 
either of the boys, but to decide whether it was just that the great boy 
should take away the coat of the little one against his consent ; and therefore 
I decided unjustly, and deserved to be punished.' " 



EXAMINATIONS IN NORFOLK COUNTY. 129 

Marking of Heading. — The oral reading was marked for the 
mechanical execution and for expression. The marking for 
silent reading was upon the degree of accuracy which the 
pupil showed in writing the narrative given above. A hundred 
per cent was allowed when the story as a whole, and the es- 
sential particulars, were accurately told. 

Writing,^ including Written Expression, Penmanship, 
Capitals, Punctuation, and Spelling. — The writing of 
the narrative was intended to be an exercise in written compo- 
sition. When it was placed in the hands of the pupils, they 
were told to read it so that they could write it in their own 
language from memory. 

When they had read it, they were furnished *with ruled 
letter-paper, and were directed to write out the narrative, using 
pen and ink ; they were told to give a title to the piece if they 
could think of one, and to do the work as well as they could 
in all respects. More specific directions were given where it 
was thought necessary. 

In addition to the spelling in the written narrative, the follow- 
ing words were dictated for written spelling : — 

1. deluge. 6. sugar. 

2. decency. . 7. Chinese. 

3. denies. 8. complete. 

4. colonel. 9. supersede. 

5. deterring. 10. changeable. 

Marking for the Written Expression, Penmanship, Capitals, 
Punctuation, and Spelling. — Under " written expression " were 
embraced the title of the narrative, the omission, misuse, and 
repetition of words, the grammatical construction, and the 
style of the language. In marking, a slight deduction was 
made for the repetition or omission of words ; while a serious 
misuse of words, an error in grammatical construction, or a 
gross inelegance in the use of language, reduced the percent- 
age more largely. In some of the mixed schools, instead of the 
narrative, letters were written. These were marked as nearly 
as possible in accordance with the same plan. 

In a few instances the narratives were unfinished from no 
fault of the pupils : the plan of marking these was to take the 
longest in the particular school where they were written, fix its 
marks, and compare the others with that one as a standard. 
7 



130 BOARD OF EDUCATION. 

The penmanship was marked from the character of the hand- 
writing in the narrative and with reference to what it promised 
as well as to what it was. 

Capitals and punctuation were embraced in one percentage ; 
in exercises that were finished, twenty per cent being allowed 
for the proper use of quotation-marks and the complement, 
eighty per cent, for other marks of punctuation and capitals, 
while a deduction was made according to a general plan for 
exercises that were left incomplete. 

For spelling^ two percentages were marked, — one upon the 
errors in the written exercise, the other upon the errors made 
in spelling the ten words, " deluge," " decency," &c. 

The foraaer percentage was found by allowing a hundred 
per cent if the narrative contained ten lines or more, and was 
free from errors. In narratives of about twenty lines, the usual 
length, five per cent was taken off from a hundred for each mis- 
spelled word ; when the narratives were shorter and unfinished, 
a larger per cent was deducted for each error. Some errors, 
as the repetition of a misspelling, were considered less grave 
than others, and were but lightly marked. 

Akithmetic. — Four examples were given to pupils of this 
grade, as tests in arithmetic, viz. : — 

I. The addition in column of eleven items, each containing 
three orders of units. (The time allowed was five minutes.) 

II. A certain number, consisting of four orders of units, was 
given ; the pupils were directed to find, by the shortest process, 
what would be the result of multiplying this number by 12, and 
dividing the product by 72. 

This was expressed on the board thus: 0000 X 12 -^ 72. 

III. An example in simpl-e interest was assigned ; the prin- 
cipal consisting of dollars (four places), the time from Aug. 20 
to Dec. 5 of the same year, the rate eight or nine per cent ; the 
interest being required. 

IV. The pupils were asked to find the cost, at ten dollars per 
rod, of the fencing required to enclose and separate a number 
of rectangular lots of land which adjoin on the side, and have 
their fronts in the same straight line, each lot being two rods 
wide in front and four rods long on the side.* 

* In all tlie exercises in arithmetic, the pupils used "Walton's Tables, by which 
pupils sitting side by side had different numbers, though practically doing the 
same example. 



EXAMINATIONS IN NORFOLK COUNTY. 131 

The following problem was assigned to pupils in this grade 
who had not studied interest.: — 

A certain number of dollars was given (different numbers to 
different pupils): the pupils were to suppose this sum to be paid 
for three-eighths of a farm, and to find what should be paid for 
the rest of the farm at the same rate. 

Marking of Arithmetic. — A percentage was found for each of 
these examples ; account was taken of the numerical operation 
and of the abbreviated and logical process. 

How THE Tests were applied. 

The general plan of the examination was approved by several 
persons of experience, to whom it was referred before being ap- 
plied in the schools. Some gentlemen of the committee on the 
examination were appointed to aid me; These were Rev. J. P. 
Bixby, chairman of school committee of Norwood ; Mr. J. W. 
Allard, superintendent of schools of Milton ; Mr. William G. 
Nowell, superintendent of schools of Weymouth ; and Mr. 
George I. Aldrich, superintendent of schools of Canton. Mr. 
Bixby assisted in the schools of fifteen of the twenty-four towns 
of the county ; the other gentlemen in the remaining towns, 
each in those in his own vicinity. I made the examinations in 
oral reading, and marked the pupils of both grades in most of 
the schools ; and in most I was present while the examinations 
were going on in the other exercises. By the aid of these 
gentlemen, the work of examining was greatly facilitated, the 
time being abridged one-half in schools having pupils of both 
grades examined. Where all were so efficient, it is not, per- 
haps, necessary to make mention of any one ; but the service of 
Mr. Bixby was so great, and rendered at such personal sacrifice, 
as to be worthy of special recognition. 

The school committees or superintendents of schools of the 
respective towns were present in most instances, and aided in 
arranging and preparing the children for the examinations. 
The teachers also assisted in this part of the work, and in vari- 
ous ways helped the examiners. 

The examinations were begun in December, and ended in the 
following May. The time given to each class varied from one 
hour to one hour and forty minutes in the primary grade, and 
from one hour and a half to two hours in the grammar grade. 
Generally the time allowed was ample for the large majority of 
the class to complete the work. 



132 BOARD OF EDUCATION. 

In some few instances it was necessary to take up the papers 
before they were finished, and in a few schools the written 
exercises or the oral reading were omitted altogether. Where 
the exercises were assigned, in most instances, in the opinion of 
the examiners, sufficient time was allowed to do the work re- 
quired. Where this was evidently not the case, in marking the 
papers for the tabulated results, allowance has been made for 
the deficiency. These explanations will account for most of 
the omissions of items in the tables. 

The reason for sometimes abridging the work, as mentioned 
above, was found in the necessity of completing the examina- 
tions during the winter and spring terms, in the desirability of 
completing them in each town as soon as possible after they 
were entered upon in that town, and of giving about the same 
amount of time to each school. The occasion also for abridging, 
in some cases, was the time consumed in some of the towns in 
reaching the schools, the delays in getting the work before the 
pupils, owing to a want of quickness of comprehension, or of 
familiarity with written exercises, and the habit the pupils 
have of writing quite slowly. 

The writing of the letters was omitted in a few schools be- 
cause the pupils were wholly unused to the exercise of letter or 
composition writing, — in some, in fact, could neither write, nor 
make the printing letters. In a few instances, the teachers ob- 
jected to submitting their schools to some of the tests, and 
their feelings were regarded. 

It was found from the examinations in the first two or three 
schools, that the pupils required more time than was anticipated 
when the questions were prepared ; accordingly, without chan- 
ging their general character, two of the questions in arithmetic 
for the grammar grade were slightly shortened when given in 
other schools. The questions given in the towns marked C and 
T, however, were in all essential points the same as were given 
in the town marked A, which was the first examined. The tests 
given in the early pages of this report, with the blight excep- 
tions elsewhere named, were uniformly applied in all the other 
towns. The tests were submitted orally, and, when practica- 
ble, written upon the blackboard also: all proper explanations 
were given, and questions answered, by the examiners. 

Some schools had no pupils between the ages of eight and a 
half and ten and a half years who could do the work prepared 



EXAMINATIONS IN NORFOLK COUNTY.' 133 

for their respective grades. The questions were sometimes 
modified to suit the attainments of the children, but the re- 
sults of the examination do not appear in the tables. On the 
other hand, there were a few schools where the pupils that did 
the work were all under the age reported, and their work of 
course does not appear. 

There was nowhere, on the part of the teachers, indifference 
to the results of the examinations; there was, indeed, solicitude 
with many while the examinations were in progress, and this 
was shared in some cases by the school committees. But this 
feeling, which was quite natural and entirely proper, \vas gen- 
erally exercised with good sense and a due regard to the ends 
to be attained by the examinations. Teachers and committees 
manifested a desire to make the examinations a fair test of 
the attainments and ability of the pupils, and such in general 
it is believed they were. It is a pleasure to be able to testify 
to the excellent spirit manifested by all towards the examina- 
tion and the examiners. 

The Marking, and Tabulation of the Eesults. 

On the completion of the visitations of the schools, there 
were about four thousand papers to examine and mark. This 
required the handling of each paper many times, for each was 
to be marked for at least twelve different results, some of these 
depending upon several particulars. And the work of aggre- 
gating and averaging these would then remivin to be done. No 
time that I could command would be sufficient to bring out the 
results of the examinations in the current year. Mr. William 
G. Nowell was accordingly appointed by the committee to assist 
in this part of the work. To this he devoted considerable 
time in the summer months, rendering most efficient service in 
marking the papers in penmanship, arithmetic, and spelling, and 
in tabulating the results of the primary grade. The report is 
indebted to Mr. Nowell, also, for several interesting details. 

It is proper to state, also, that Mrs. Walton has spent, since 
the first of June, on an average, six hours a day in marking 
the papers, in verifying, and in tabulating. This part of the 
work has required much more time and labor than was antici- 
pated. I regret that it has so long delayed the report; but, 
with the demands made upon my time by other official duties, 
it was impossible to present it at an earlier date. 



134 BOARD OF EDUCATION. 

PERSONAL OBSERVATIONS IN THE SCHOOLS. 

Besides the tables of percentages, and for the better under- 
standing of these, I desire to give the results of my personal 
observations. 

Reading. 

The exercise of reading involves two distinct processes, — the 
forming of the ideas and thoughts in our own minds by looking 
at the words, and the utterance of the words so as to excite 
ideas and thoughts in the minds of others. 

By this analysis we see, first, that reading is something more 
than recognizing and pronouncing words : the words are signs, 
and are to be recognized only as a means of awakening ideas 
and thoughts. If the pupil does not have these awakened by 
the words he uses, he does not read at all ; nor is the process, 
so far as reading is concerned, simply useless, it is dangerous, 
just in proportion to the facility with which the words are 
called. 

In the .second place, we see that there are two distinct objects 
to accomplish in teaching to read. The reader is to learn to 
associate in his own mind ideas and thoughts with their written 
or printed signs ; he is to learn to utter these words so as to 
awaken in the minds of others such ideas and thoughts as the 
words are intended to awaken. There are, then, two kinds of 
reading, — silent and oral. Which, if either, of these two kinds 
should the schools make the important end in teaching ? This 
is equivalent to asking, which will be most useful to the pupil, 
or most used by him ? 

Oral reading is useful in training the organs of speech to the 
accurate enunciation of words, in training the vocal organs to 
the production of the proper tones, and in training the organs 
of respiration, to give the proper force in the utterance of words 
and in the modulation of the voice ; all of which are useful in 
strengthening the organs themselves, in fitting the pupil to use 
language, and to speak so that he can be heard. This mechani- 
cal part of reading is useful in various ways. 

Oral reading, as a means of communicating the thoughts our- 
selves or others have penned, is not to be lightly esteemed ; it 
merits on this account more skill than is ordinarily bestowed 
upon reading. For this implies a clear conception of the 



EXAMINATIONS IN NORFOLK COUNTY. 135 

thoughts of the author, an appreciation of his feelings, and such 
a power of expression as perfectly to excite these thoughts and 
feelings in the mind of the hearer. It implies the ability to 
give ourselves, mind and body, in service to others. But the 
little, comparatively, which most persons read for the instruc- 
tion of others, would not constitute a sufficient ground for giving 
oral reading the prominence it has in the schools. 

If we reflect that the reading which men in general do is done 
for themselves, we shall see that the pupil is to learn silently 
to take the sense from the words of the written or printed page. 
The relation of silent reading to all knowledge acquired by the 
reading of books is such that the ability to read silently can 
scarcely be over-estimated. 

The above distinction between silent and oral reading is 
important, as showing the true end of teaching reading ; but 
the fact is, that oral necessitates silent reading, and the effec- 
tiveness of the former depends largely upon the quality of the 
latter. Oral reading is to be taught chiefly as presenting the 
best occasion for the exercise of the powers of the mind in ac- 
quiring, for the sake of giving, the sense of what is written. 

In teaching oral reading, then, while the teacher may not lose 
sight of the fact that the chief end of reading is, to give the 
pupil facility in obtaining the ideas and thoughts, he will lead 
him to keep constantly in mind the wants of the hearer. This 
will give a proper direction to the aim of the pupil, both in 
preparing for his reading, and in the reading itself. It will 
tend to direct his attention away from himself, and stimulate 
him to make his best effort, by placing the right motive within. 

This may seem to be setting up an ideal standard : it must be 
confessed that it is not generally reached ; but it is believed to 
be entirely practicable, even in the lower grade of schools, to 
teach the pupil to read, prompted solely by the desire to affect 
the mind of another. This motive cannot be employed too 
early, or too exclusively. When this desire is the motive, the 
pupil will feel the necessity of first understanding for himself 
what he is to read. The necessity, prompted by this motive, 
must result in giving him facility in reading for himself. 

In the examinations, the oral reading was considered a test of 
the ability of the pupils, both to take and to give the sense 
of a kind of reading with which they were supposed to be famil- 
iar. The results were widely different. On the one hand, 



136 BOARD OF EDUCATION. 

there were many pupils in both grades, but particularly in the 
primary, who called off the words in a droning and monotonous 
way, or shouted them out one after the other with as little 
regard to the thought as if they had been the columns of a spell- 
ing-book. On the other hand, there were pupils who had formed 
the habit, while reading, of looking forward to the end of the 
sentence, that they might comprehend the thought before utter- 
ing the words. In some instances pupils asked to be allowed to 
read their paragraph again, saying they did not understand it 
before. The causes for these differences are found in the dif- 
ference in the tact of the teachers, and in the difference in their 
methods and aims ; I am not inclined to admit that they result 
so largely from the superiority of the children in any town or 
in a particular part of a town, as in some instances members 
of the school committees claimed. 

In general, oral reading is made the end ; and the conception 
the teacher has of this is frequently limited to the articulation 
of words, to the loudness or fluency of utterance, to the position 
of the body, to the holding of the book, in some instances to cor- 
rect pronunciation, and sometimes to extreme precision in all 
these, and to a straining after the elements which are the 
means of expression. The voice is often made simply to repeat 
the words of the paragraph that falls in the class to " the next," 
or at most led only to imitate in a servile manner the reading 
of the teacher ; or, if trained in tone, pitch, rate, stress, inflec- 
tion, and so on, it is not in the use of these to the expression of 
thought. And, as for any systematic analysis by which the 
pupil learns to make a careful and independent study of his 
piece, it is but little practised in the schools, even of the gram- 
mar grade. 

In the larger number of the primary schools, the teachers 
seem to regard the expression of thought as not within the 
province of the young pupil. No greater mistake can be made 
than this : the little child should read with expression the first 
time and every time he reads. He uses slides of the voice, 
and stress, when he has thoughts and feelings of his own to 
utter, and this long before he goes to school: can he not be 
taught to use them in expressing the thoughts and feelings of 
others ? He has the means ; fix in him the motive by directing 
his attention to the thought ; if he has this, he can hardly fail 
to express it. The training will at least be an easy and agree- 



EXAMINATIONS IN NORFOLK COUNTY. 137 

able task. Where bad habits are confirmed in childhood, it 
requires the skilled hand of a professor, later on, to make a 
good reader. 

A difference in the quality of the reading results from the 
method of the early teaching of the child. If the teaching is 
strictly by the ABC method, in which the child is taught to 
spell out the words before pronouncing them, and then to pro- 
nounce them word after word without reference to the sentence 
they form, the mind is directed chiefly to the spelling-out and 
pronunciation of the words, and is thus turned away from the 
thought and expression. Where the reading is taught by the 
object and word method, the interest awakened in the child, in 
the object of knowledge, naturally leads to an interest in the 
words and in the reading. Instead of something imposed upon 
the pupil, which blunts the mind to all mental effort except to 
escape from the drudgery, the process excites the desire to know 
and to tell, and thus puts within, motives which give facility in 
acquiring knowledge, and make the mind skilful in associating 
ideas and thoughts with words, and in using the physical organs 
as instruments for expression. Norfolk County is not without 
many excellent examples of the right method and aims in 
teaching, while examples of tact are common which produce 
good results in apparent disregard of methods. 

Table (A), appended to this report, will show the methods at 
present in use, and those in use four years ago, in the several 
towns of the county, in teaching beginners to read. The table 
shows considerable change in the four years, which indicates an 
awakened interest in the teaching of reading that may more 
than counterbalance the effects of bad methods at an earlier 
period. It was thought that possibly the differences in reading 
might be shown to result from the different methods of teaching. 
There are too many modifying circumstances, however, to make 
the table valuable as evidence upon this point. It is inserted in 
the report as interesting historically, and as likely to have a bear- 
ing upon the future progress in the art of reading in the county. 

I found in many of the schools that the pupils were attempt- 
ing to read in books wholly beyond their comprehension ; the 
Fourth and Fifth Readers were in repeated instances in use by 
children who could not readily call the words of the simplest 
lesson in the Third Reader which I gave them. 

Of some of the schools in one town, my notes say, " The 

18 



138 BOARD OF EDUCATION. 

children were all reading in books too advanced for them ; none 
of those I attempted to hear read in the Third Reader could 
call words in the Second. Yet all were in the Third that had 
not already taken up the Fourth. Nearly all of the school 
should be kept in a grade of reading not above that of the 
Third Reader. What is true of these schools is true of the 
county as a whole : very many of the children are trying to 
read in books beyond their years." 

To counteract this tendency, some of the towns have a plan 
of furnishing additional works supplementary to the ordinary 
reader. Several sets of different series of readers, of the first, 
second, and third grades, are purchased at public expense, 
and passed around from school to school throughout the town. 
The superintendent of schools in one of the towns remarked 
that the primary schools in his charge had read the First, Sec- 
ond, and Third Readers, of all the series that are worth reading. 
By this means the pupil can be kept upon reading suited to 
his capacity, and is able thoroughly to master the vocabulary 
of one grade before attempting a higher. 

It is very desirable to secure in the pupil a love for reading 
while in the schools. This love is fostered by the facility with 
which the pupil learns, and by what he reads. The acquisition 
of real knowledge which is incident to a right method of teach- 
ing is a stimulus to this love. In those schools which I visited 
where the teaching was begun by teaching the object, then, 
with the blackboard or chart, its name, and finally producing 
a written sentence which expressed the pupil's or teacher's 
thought of the thing, I found an evident interest in reading, 
which was in marked contrast with what was seen where the 
ABC method was in vogue. 

With this rational mode of teaching, the vocabulary of the 
pupil names real ideas to him. The words of the book, of part 
of it at least, are taught him in this way before the book is 
placed in his hand ; so when at length he has the book, it is a 
delight, and not a task, to read its simple and pleasing stories. 

A good method and aptness in teaching, with suitable sup- 
plementary reading, cannot fail to increase this love. There are 
sufficient facts in Norfolk County to prove this to be the prac- 
tical result. 

With the exception of a single school of considerable size, 
so far as noticed, the girls of the higher grade are better 



EXAMINATIONS IN NORFOLK COUNTY. 139 

readers than the boys. The difference in most is quite marked. 
I can see no reason in the schools themselves why this should 
be so ; but, if the examiners are not mistaken in their observa- 
tions,- the fact is worthy of the consideration of teachers and 
committees, as well as of the boys themselves and their parents. 

So far as I could discover, with rare exceptions, little atten- 
tion is given to what the children read, or to reading for the 
acquisition of knowledge, if we leave out of account the text 
of books committed to memory for recitation. The time of 
reading in both grades seems to be mostly occupied in teach- 
ing to call the words properly, without reference to the amount 
or kind of knowledge the pupil is to acquire. As an excep- 
tion I saw in a few of the schools sentences used as reading- 
lessons for the younger pupils, which were evidentl}'- designed 
to teach some useful knowledge. Some exceptions were noticed 
also in the grammar grades, where books of history were sub- 
stituted in part for the reading-books; not, however, in the 
few cases I saw, with any evident gain either to the exercise of 
reading or to the knowledge of history. 

I see no reason why the earliest lessons taught in the primary 
schools should not be so arranged and conducted as to teach 
those elementary facts of plants, and those terms, which will 
afterwards be used in the study of botany, — that knowledge of 
animals and minerals which will afterwards be used in zoology 
and mineralogy, those forms and names which will afterwards 
be used in geometry, and so on ; and no reason why the 
simple facts which underlie the other sciences should not be 
acquired through the reading-exercises of the intermediate 
schools. Portions of history can be selected which are suited 
to oral reading ; but, like the selections in the advanced readers, 
the reading can hardly be worthy the time and attention of the 
class till it has been the subject of careful study by the reader. 

While the pupils should read more than they now do, and 
read to gain useful knowledge, it would be a mistake to abandon 
the use of well-chosen reading-books for study and practice. 
These are distinguished from the books for general reading by 
being arranged with reference to training and culture. Before 
his oral reading the older pupil should study each selection, 
first to obtain a knowledge of the piece as a whole, then to 
get the sense of each paragraph, of each clause, and finally to 
determine what words to emphasize that he may give the sense 



140 BOARD OF EDUCATION. 

to the hearer. This kind of work cannot be done by the pri- 
mary pupil, and his reading should not require it ; but in the 
upper grade this should be done with every reading-lesson. 
The lessons of the reading-book furnish the occasions for this 
study. And this is precisely what is needed to prepare the 
student to read with profit history or whatever he may read 
before his class. 

By such a plan of study the oral reading becomes a personal 
effort to express the results of the pupil's own judgment. It 
brings into requisition a class of books not common at present 
in the schools, — biographies, gazetteers, encyclopaedias, and 
other books of reference. 

The percentages for oral reading for the county are about 
one-eighth higher than the total average of all the studies. 
There are two reasons for this : first, the marking is not based 
upon the ideal standard of the examiner, but upon the 
ordinary estimate of school reading; and, second, oral read- 
ing ordinarily receives a large share of attention during the 
whole period of the schooling of the child, and really by the 
common standard shows better results than any other study 
taught. 

The silent reading in the upper grade, as determined by the 
written narrative, is not marked so high as the oral ; the standard 
was more absolute. The pupils who told the story as a whole, 
including all the essential particulars, were ranked one hun- 
dred per cent in the silent reading; those who failed to get 
the essential point of the story were marked from forty per 
cent upwards to sixty-five, according to the accuracy with which 
their writing was true as to particulars ; while those who had 
misapprehended the story altogether were marked from fifty 
per cent downwards according to the misstatements they made. 

It will be seen by a few specimen copies of the narrative, 
printed below, that the exercise revealed wide differences 
in the ability of the pupils to get the sense by silent read- 
ing. These differences are not confined to individuals: they 
characterize whole schools. There are exceptionally good 
papers found in schools which wrote poorly as a whole ; the 
reverse of this is also true. The following are printed ver- 
batim. Facsimiles of others will be found at the close of the 
report. ^ 



EXAMINATIONS IN NORFOLK COUNTY. 141 

Sajmples of Narratives written from Silent Reading, 
BY Pupils in the Grammar Grade. 

I. 
Punished For Deciding Unjustly. 

Cyrus, the Persian prince, had a great many masters, who endeavored to 
teach him every thing that was good ; he was educated with several little 
boy's about his own age. He was of a good disposition and humane tem- 
per, but even in his youthful day's he possesed a strong desire to command, 
and the boys often made him their king. One night his father said to him 
*' what have you done and learned to day " " Sir," said Cyrus " I was pun- 
ished for deciding unjustly. " How so " said his father. " There were two 
boy's one a great and the other a little boy ; the little boy had a coat that 
was much to big for him and the large boy had a coat that was much to 
small and tight for him in every part. The large boy proposed to exchange 
coats " ' for said he we shall then be even for my coat which is much to small 
for me will be right for you.' " But the little boy would not change so the 
large boy took the little one's coat and gave him his in return; just then I 
happened to be passing and they said that I should be the judge. I decided 
that the little boy should keep the little coat and the large boy should keep 
the great coat. And so I was punished. *' How so said his father was not 
the large coat more suitable for the large boy and the small coat for the little 
one. " Yes sir " said Cyrus but the teacher said that I was not called upon 
to judge which was the most suitable but wliether it was right for the large 
boy to take away the little boy's coat without his consent. " So " said Cyrus 
" I was justly punished." 

n. 

The Persian Prince. 

Cyrus, the Persian Prince, had a great many masters, who tried to teach 
him goods things; and he was educated with several other boys of his age. 
He was a very good tempered boy, and had a humane spirit. He had a 
strong desire to command, and the other boys made him their king. 

One day his father asked what he learned or done during the day. "Sir, 
said Cyrus, "I was punished to day for deciding unjustly." " How so? " 
asked father. "To-day" said Cyrus, there were two boys, one a great 
one and the other a small one. It happened that the big boy had a coat 
that was a great deal too small for him, while the small boy had a coat that 
was too large for him. The large boy proposed, that the little boy should 
exchange coats with him. But the little boy did not want to do this, there- 
fore the big boy took it away from him by force. I chanced to be passing 
by and they called upon me to decide. I gave the little boy the small coat, 
and the big boy the large coat." " Why were you punished for that?" 
asked his father, "because the teacher said I was not to be the judge of 
whose coat it shoud be, but that whether it was right or not for the big boy 
to take away the coat from the small boy, therefore I was punished." 



142 BOARD OF EDUCATION. 

in. 

Justice and Un.justice. 
Cyrus, the Persian prince had a great many masters who tried to teach 
him every thing that was right. He had several other boys educated with 
him. He had a very good disposition but he liked to command. When 
they used to play his playmates used to have him for their king. One even- 
ing his father asked him what he had learned that day. " I was punished 
for deciding unjustly," he said. "What did you do?" asked his father. 
" Why," he said, "it happened this way. There were two boys a large boy 
and a small boy. The small boy had a coat too large for him and the large 
boy had a coat that was too small for him in every part. Now the large boy 
wanted the small boy to exchange coats with him. The small boy didn't 
want to and so the large boy took it away from him. Just then I came 
along and they wanted me to decide for them. I thought that the small boy 
ought to keep the coat. The master said that I ought not to decide which 
coat fitted the best but whether the large boy had a right to take the coat by 
force. So I had decided unjustly and deserved to be punished." 

lY. 

AXECDOTE OF CyRUS. 

Cyras, a prince of Persia, had many teachers, and he was educated with 
other boys of his age. As he liked to take the lead, his companions made 
him there King. One day his father, asked him, what he had learned that 
day. Sir, said he, their was two boys, one great, and the other small, the 
small one, had a coat much to large for him, and the greateone had one to 
small, then the great one, proposed to change, but the small one, would not 
consent, and as I chanch to be passing by, they made me judge. I decided 
in favor of the Great one, thefore my master, puished me. Why so said 
his father, was not the large coat better for the large boy, and the small coat 
for the small boy. Sir, my master asked me if it was just, to ttake the coat 
away without consent, and as I had judged wrong, I deserved to be punished. 

V. 

Quarrel about a coat. 

Cyrus, the Persian prince, had good many masters, his father asked him 
if he had done anything wrong to day, and he said, he had been punished, 
and his father asked him, what he had been punished for, and he said he 
had quarraled with another boy. 

What about, said his father, and Cyrus said that, a boy he was with, had 
on a big coat, that just fited him, and his coat was to small for him-self , and 
this other boy wanted to exchange with him. 

But Cyrus would not, just then a man came up, and settled the dispute, 
saying, that the big boy did very wi-ong in tareing the coat off the smaller boy. 

So Cyrus had to be punished for not giving up his coat to the other boy. 

VI. 

Cryas the Persian Prince 
Cryas was a disobiant boy. The little boy thought that the large Coat 



EXAMINATIONS IN NORFOLK COUNTY. 143 

would be better for him, and the large boy thought that the small coat would 
be better for him But the large coat was as mush to small for the small boy 
as the large coat was for the large The large boy had ought to have had 
the large coat and the small boy the small coat, I think that Cryus was a 
greedy boy. 

VII. 
Prince of Persia 
Cyphus the Prince of Persia he and a another boy went out to walk he had 
a long fioat on which was to big for him the other boy had a coat which was 
to small for bin and only came down to his middle, and he wanted the little 
boy to let him take his coat (and the big boy) woud let him take his little 
coat so Cyphus father came and said why wood you not let him take the big 
coat and he wood take the little coat so he we went home and he become a 
prince 

vni. 

• 

There was a man by the name of Cyrus who was a Persian Prince. 

He had a very nice father, and asked him one night what he had done at 
school that day? He said, " That he had done something unjustly." 

The boys, when Cyrus was playing any games with them used to make 
him their king. One day there was a boy who had a new coat, with Cyrus, 
and Cyrus. wanted to make a change. 

The one that the boy had bought was very much to large for him, while 
Cyrus's was small. 

They kept on for two or three days, but would not agree upon it. 

While tliiey making this agreement, Cyrus's father came along. Cyrus 
had a very humane temper and was very gentle. 

Because Cyrus would not change with the other in a few days he was pun- 
ished. 

IX. 

The boy was whiped because he had the littles boys coat. 

X. 

Cy:"us a pursian prince was a pheasant an educated boy but when he 
came home that night his father asked him what he had recieved that day. 
he said that he got punished at school his father asked him what for and 
he said that there was a great boy and a little boy had a goat and the big 
boy had a little goat and the little boy had a big goat the big boy wanted 
to exchane goats he have the big goat and the little boy have the little 
goat so the big boy took his goat away by force and I came along and 
they wanted me to be juge and I said that the little boy should have the 
little goat and the big boy should have the big goat and so that is what I 
got punished for in school. 

XI. 

Cyrus the Persean prince he was a boy of sense One evening he was pass- 
ing by the house a small boy had a big goat the goat was much larger than 
the boy so that they had a despute over the goat the boys have bin for the 



144 BOARD OF EDUCATION. 

judge he gave the little boy the goat when he got home his father asked him 
if he was good at school he said he had be punished injustly his father siaid 
that he must be kind to one as to the other. 

Writing. 

Under writing, are included penmanship, spelling, and com- 
position. 

Penmanship. — The requisites in penmanship are legibility, 
uniformity, and rapidity. Legibility is first in importance, and 
is to be first attended to in the teaching. To secure this, we 
must fix in the mind of the pupil definite forms for all the 
characters. Besides knowing these forms, the pupil must be 
taught uniformity as to height, width, slant, angles, and turns, 
and the proper curve-lines for connecting one letter with an- 
other. These elements have reference both to the uniformity 
and rapidity of the writing. Though .rapidity is the last- 
named of the requisites to good penmanship, it is not to be left 
out of account in the early training. When a few of the simple 
forms can be executed, the training for rapidity in making these 
should begin. No little importance attaches to this training. 
That teaching which does not give the muscles a good degree 
of facility in executing the forms which the mind conceives, 
is practically a failure. 

The tests which were submitted in the schools were intended 
to show in the lower grade the results of the teaching in the 
first two of the above requisites. They were intended to show 
in the upper grade the results in all. Certainly, if the schools 
are to teach a good practical handwriting, it must be before 
the pupils reach the age of fourteen or fifteen years ; for, at an 
earlier age than this, the large majority of the children leave 
the schools. 

Some of the differences in the results reached by the exami- 
nations are worthy of special notice. While some, even in the 
lower grade, could write with legibility and considerable ease, 
and some with apparent freedom and an approach to elegance, 
others in this grade were obliged to use the Roman letters to 
write their exercises, and even then mingled the capital and 
small letters in a promiscuous manner. 

Where the writing is neglected in the lower grades, the 
time lost cannot be regained in the grammar schools ; the result 
is, that much poor writing is done by pupils just ready to 
graduate from the advanced classes of these schools. 



EXAMINATIONS IN NORFOLK COUNTY. 145 

The lithographs appended to the report are facsimiles of the 
penmanship found in the schools; the best and poorest are 
selected from scores not dissimilar, while the average papers 
are fair samples of hundreds of their kind. 

So backward are some of the schools in penmanship, and so 
forward are others, that there are many primary schools whose 
upper grade is more advanced than the upper grade of many 
grammar schools. The causes for this difference are found 
chiefly in the time and manner of learning to write. If the 
children are employed for the first three or four years mainly 
in calling the words of the reading-books, in committing to 
memory lists of words for oral spelling, in studying and recit- 
ing arithmetical tables and problems, with possibly the pages 
of a primary geography ; if they make little or no use of the 
slate, and none whatever of paper, for written exercises, or if 
they use these simply to write out in Roman letters the words 
of their spelling-lessons, and to make the tables in arithmetic ; 
if they have no systematic teaching in making even these 
forms, and none whatever in making the script letters or in 
drawing lines and figures, — it will not be surprising if excel- 
lence in penmanship should be rare even in the higher grades 
of the schools. 

The absence of early training is perhaps the most evident in 
the way the children make the numeral characters ; the figures 
are too often significant as signs of aimless teaching, and want 
of discipline in the taught, but are awkwardly made and inele- 
gant as symbols of numbers. Yet there are but ten of these 
signs used to express the innumerable calculations made with 
numbers. What can be more profitable in the early training of 
the pupil than to teach him to form each of these characters 
after a perfect model? Contrast the ungainly 5's and 8's of 
some of the pupils with the beautiful forms of others, and it 
will appear at once that the culture of the mind will pay a 
thousand-fold for all the time and labor required to teach the 
child to make these useful forms with taste and elegance ; for 
the difference in the figures is a trifle compared with the mind- 
culture implied in coming to the results. 

Neglect to teach the proper forms of letters and figures oc- 
casions much groping by the children. As an illustration of 
this neglect, a large number of children introduce after o, in 
certain words, a supej'fluous character resembling an i; the 
19 



146 BOARD OF EDUCATION. 

error referred to may be seen in the appended lithographs, for 
example, on page 236. 

The writing in many schools is limited to what is done in 
the copy-books ; this is especially true of the mixed and un- 
graded schools. The practice of writing is deferred till the 
pupil is old enough to use the pen and ink. The copy at the 
top of the page is written again and again, sometimes with a 
wider departure from the original at each repetition. No atten- 
tion is given to the movement of the arm or hand, or to the 
forms ; and very rarely, so far as I could discover, are the 
muscles trained to make movements with rapidity. This, I 
incline to think, is a universal failure in the schools. 

In teaching penmanship, the object is to train the muscles to 
move from habit. Legibility should not be sacrificed to celerity 
of movement; and with proper teaching, it need not be. But 
where the pupils, in the examinations, have attempted to write 
rapidly, the result has been a fearful disregard, in most in- 
stances, of the elements of uniformity. 

Most of the faults in the writing indicate imperfect teaching. 
There are schools, however, where, from the time the pupil 
enters the lowest class, he is trained to the use of the pencil, 
first with the slate, afterwards with the paper. In some of the 
best primary schools, most of the time not spent in the class is 
occupied by the children in making words and sentences, or 
letters, upon their slates ; they are employed in copying these 
from the lessons the teacher writes upon the board. This pro- 
cess goes on for the first two years, the exercise being varied by 
copying from the reading-book, or the writing of sentences the 
pupils themselves have composed. In the third year, paper with 
proper ruling is substituted for the slate, and the pupil begins 
critically to analyze and form the letters, and systematically 
to combine these into words. In the fourth year, the pupil 
begins to use pen and ink, with the great advantage of a 
knowledge of all the forms of the letters, and considerable skill 
in using the muscles of the hand and arm. 

This plan is pursued most largely in schools where the read- 
ing is begun with the script letters. Writing is employed in 
connection with every branch of study, and frequently in the 
recitation. Little reliance is put upon the copy-book for the 
large practice necessary to make writing easy ; this is incidental 
to the expression of thoughts upon paper. The result is, the 



EXAMINATIONS IN NORFOLK COUNTY. 147 

pupil at an early age has a handwriting with the proper slant 
and connecting lines; elements so difficult to secure if the 
words are first made in the Roman letters. 

An opinion has been confidently expressed by those compe- 
tent to judge, that, where drawing and writing are taught to- 
gether, the writing is better than where writing alone is taught, 
and that, even though no more time is given to the two branches 
than is frequently given to the writing. The examinations go 
to show that this opinion is well founded. 

The observations in the schools, then, indicate that the best 
results are secured by having writing with the pencil begun 
early, and continued constantly till the pupil can use the pen ; 
that as soon as he has mastered this, and can make the forms 
with accuracy, he needs special training in rapidity of execu- 
tion. They show that the best results are reached in those 
towns and schools that have made the most systematic use of 
the script letters in teaching to read, and where drawing is also 
taught. 

The wide range of percentages in writing in the primary 
schools is due to the change which has in the past few years 
taken place, in favor of using the script letters early. The 
towns that began tliis practice first, and have adhered to it 
most closely, have better writing than those that have deferred 
writing till later in the school course. Undoubtedly the plan, 
now becoming so general, of teaching the use of script letters 
and writing early, will have the effect to produce greater uni- 
formity in coming years. 

Spelling. — The end to be secured in teaching spelling 
is the correct spelling of the words the pupil meets with in 
his studies, and those he will be most likely to use after he 
leaves school. These will include the names of familiar objects, 
of common qualities and actions, and some of the less significant 
words of the language. The spelling of the names of the 
days of the week, and of the months of the year, may be speci- 
fied as words which should be early taught. 

To secure this end there must be practice by the pupil in 
writing the words not simply for spelling from dictation, but in 
sentences and in composition exercises. The results cannot be 
satisfactorily reached by any amount of oral spelling. Repeated 
use of carefully selected words in written exercises, when the 
attention is not directed solely to the spelling of the words, is 
the only means of making practical spellers. 



148 BOARD OF EDUCATION. 

In selecting words for drill, those which are in common use 
should be chosen, and of these the words which are pronounced 
alike but spelt differently need special attention. In the 
upper grades, words which come under the common rules 
should be spelt till the rules can be readily applied : such are 
the rule for dropping the final e of a primitive word when a 
syllable is added which begins with a vowel, the rule for doub- 
ling the final consonant of an accented syllable when a sylla- 
ble is added which begins with a vowel, and the rules for form- 
ing the plurals and possessives of nouns. 

The results of the examinations indicate that far too much 
reliance is placed upon oral spelling, and that the words are not 
selected with discrimination on the part of the teacher ; they 
show that the commonest words are misspelt when used in 
sentences or composition, while words of difficult orthography 
a,re spelt with accuracy when dictated for spelling. Thus the 
words, "too, their, there, here, hear, meet, piece, where, which, 
whose, been, pair, sure, sugar, week, weak, you, write, right, 
wrong, father," &c., were misspelt when used in composition by 
the same class of pupils who spelt "deluge, colonel, deter- 
ring," and "supersede," from dictation, with accuracy. The 
words, " whose, which," and " father," when spelt orally, were 
generally correct, but when written in sentences they were 
frequently, in many schools, in a majority of cases, erroneous. 

The correct spelling in the primary grade of the words dic- 
tated with reference to spelling, also of those given in sen- 
tences, illustrates the necessity for spelling in the sentence. 

The correct spelling in this grade for the whole county was 
marked as follows : — 

Pek cent. 
Words dictated for spelling (" week, waste, rode, sail ") . . 61.8 

Words written in sentences: — 

(Ten words) average 58.1 

("which") 69. 

("whose") 54. 

("scholar") , 44.8 

Average of the above three words 55.9 

The same differences are seen in different towns, and in dif- 
ferent schools of the same town. And the towns and schools 
that have the highest average percentages in all the branches 
taught, generally have the highest percentages in the spelling 



EXAMINATIONS IN NORFOLK COUNTY. 149 

of the words in sentences and of words in most common use. 
If one will take the pains to form tables of the schools of a 
town, he will find that the results in general show that teachers 
of skill and experience recognize the necessity of selecting for 
special drill the common words, and of having these words 
repeatedly used by the pupils in written sentences. 

Table showing the Average Percentages of Correct Spelling in the 
Several Towns, in the Schools of the Primary Crrade. 



All Studies. 




Words written in Sentences. 




In Column. 


Town. 


Per Cent. 


To-vvn. 


Ten 
Words. 


Town. 


"Which." 


Town. 


"Whose." 


Town. 


Four 
Words. 


C.i 


82.1 


c. 


91 


c. 


92 


c. 


95 


c. 


89 


L. 


69 


L. 


69 


L. 


87 


E. 


76 


L. 


76 


E. 


68 


E. 


67 


E. 


84 


Q. 


68 


F. 


76 


D. 


64.6 


P. 


66 


T. 


83 


I. 


59 


A. 


75 


P. 


62.7 


T. 


60 


S. 


82 


W. 


59 


U. 


74 


T. 


62.2 


D. 


60 


P. 


76 


F. 


58 


B. 


71 


R. 


61.4 


B. 


59 


w. 


75 


X. 


58 


Q. 


71 


B. 


61.4 


I. 


59 


G. 


75 


T. 


56 


I. 


70 


U. 


60.8 


F. 


58 


U. 


74 


P. 


56 


D. 


70 


A. 


59.7 


G. 


57 


N. 


72 


B. 


54 


R. 


69 


S. 


56.7 


Q. 


57 


D. 


72 


D. 


54 


W. 


67 


I. 


56.1 


R. 


57 


J. 


69 


V. 


51 


G. 


67 


F. 


55.2 


S. 


57 


I. 


68 


A. 


51 


E. 


67 


G. 


53.3 


u. 


57 


B. 


65 


U. 


50 


P. 


65 


J. 


52.1 


V. 


55 


A. 


68 


N. 


49 


S. 


64 


0. 


51.3 


w. 


55 


R. 


62 


0. 


49 


V. 


63 


V. 


51.2 


A. 


54 


F. 


61 


L. 


47 


T. 


62 


Q. 


49 


J. 


54 


H. 


55 


K. 


47 


J. 


61 


W. 


48.3 


0. 


50 


K. 


55 


G. 


43 


0. 


57 


M. 


42.8 


N. 


45 


Q. 


53 


S. 


43 


N. 


55 


N. 


41.8 


K. 


44 


M. 


49 


R. 


38 


K. 


48 


K. 


40.5 


M. 


42 


0. 


47 


M. 


37 


H. 


47 


H. 


40 


H. 


39 


V. 


45 


J. 


31 


M. 


45 


X. 


32.1 


X. 


39 


X. 


43 


H. 


27 


X. 


45 



The point referred to in the preceding paragraph, so far 
as the towns are concerned, is illustrated by the columns 
taken from the primary table and arranged above. The four 
or five towns that rank highest in the table of average to- 
tals for all the studies rank highest in the spelling in sen- 
tences, and those that rank lowest in the average totals rank 
lowest in the spelling in sentences : whereas the results of 

1 The letters of the alphabet designate the towns in the order in which they 
were examined; A being the first examined, B the second, and so on. 



150 BOARD OF EDUCATION. 

the spelling of the words dictated solely for spelling are com- 
paratively uniform for the towns throughout the county ; some 
whose rank is low in the general averages and in the spelling 
in sentences taking a high rank in the spelling of the words 
dictated for spelling, while the opposite is the result with some 
that hold a high rank in the general averages and in the spell- 
ing in sentences. 

In general the principles stated above appear to be sustained 
by the spelling in the schools of the upper grade, — the per cent 
of correct spelling in the words of the written narrative differing 
but little from the per cent for the spelling of the ten words 
dictated for the spelling in that grade ; yet the latter were 
selected as test words, and are generally of difficult orthog- 
raphy, while those used in the narrative are, principally, 
common, easy words. And out of 1,122 pupils who used the 
adverb " too " in the narrative, 859, or nearly 77 per cent of 
the whole, spelt that word incorrectly. 

The different spellings of some of the words used in the 
sentences and' letters furnish an interesting chapter for the 
advocates of reformed spelling. The following are illustra- 
tions : — 

Spelling of Words selected from the Sentences and Letters written 
in the Primary G-rade. 

Carriage. — Garage, caiTage, craidge, caradg, carege, carriag, carrige, &c. 
Sleigh. — Saly, slay, slaig, slaigh, slagh, slaw, sleig, sleugh, sleight, sligh, 

slay, slew, slave, sleygh, &c. 
Tuesday. — Tusgay, tuestay, toesday. 
Wednesday. — wanesday, wedenyday, Wedernsday, wednest, Wenday, 

Wendsday, wensday, wenesday, wensdaw, wenze, Wenzie, Wendsstay, 

wenstday, Wesday, Wheusday, v\riiiday, Windday, Winsday, &c. 
Thursday. — thirsday, thirsdday. 
Priday. — f riddle, fryday. 

Saturday. — Sarty, sateday, Satterday, saterbay. 
February. — Feabuary, febabery, febary, Febaury, Febeary, Feberiry, Feb- 

ouay, Febrery, Febuary, Febury, Febrwary, fedury, fepurary, Fubry, 

fepary, fepurary, &c. 

The following methods, most of them used several times, for 
spelling the words, "whose," "which," and "scholar," were 
noted in correcting the sentences : — 



EXAMINATIONS IN NORFOLK COUNTY. 151 



■wlio^«, 


whse, 


whouoes, 


How, 


hus. 


•whos, 


whhose, 


wos, 


Hoew, 


huse. 


who% 


whors. 


woes, 


Hoys, 


hurs. 


who.'s, 


whotes. 


wo, 


ho. 


hors, 


■who., 


wher. 


wose. 


hos. 


Hhose, 


whuse. 


wheir. 


wow. 


ho's. 


Hhoes, 


who^s, 


what, 


wous, 


hosse, 


Hhows, 


who es. 


whos'se, 


wouse, 


hoo. 


hohe. 


WHoes, 


who'se. 


woh. 


hoos. 


hoores. 


■whoe,s. 


who"s. 


wohes, 


hoose. 


Hwose, 


wh. 


who'ees, 


wohse, 


hooes. 


Couse, 


whoe. 


whoe'se. 


wohose. 


hou, 


Does, 


■whes, 


whou's. 


waese. 


hou's, 


Ohoes, 


whis, 


whous, 


wraes. 


house, 


Thouse, 


whoses. 


whoes, 


wlo. 


houes. 


Those, 


whees, 


who^% 


wloes. 


hourse. 


Yous, 


•whoarse, 


who'es. 


wlaes. 


how's. 


loo. 


whou, 


whoe's. 


Hoes, 


howes, 


ows. 


whouse, 


whos'e. 


Heus, 


howus, 


owhs, 


whoues, 


whoos, 


Hose, 


hews. 


whoise. 


whows. 


whoose, 


Hows, 


hewse, 




whs, 


whoas, 


Hous, 


hoe. 




which. 


whch, 


whach. 


whise, 


whitn- 


whick, 


whck. 


whuch, 


whic. 


with, 


whitch, 


wihch, 


whiCh, 


whir. 


weeth, 


whtch, 


wic, 


whigh. 


whis. 


whics, 


wihtch, 


wich, 


whish. 


whit. 


wlich, 


witch. 


wick, 


whist. 


whah, 


Hhich, 


wicth. 


wech, 


wihich. 


whih, 


hich. 


wictch. 


wch. 


wichich. 


whoh, 


wotch. 


writch. 


weich, 


white. 


whi. 


eitch, 


witck. 


wach. 


whitcer. 


what. 


wihe. 


witbh, 


wuch. 


witcee, 


whet. 




witgh. 


wish, 


whice, 


whit, 




Cholar, 


choles, 


col. 


Clolor, 


coler. 


Cholea, 


chaler. 


colars. 


dollar, 


color. 


Choler, 


chalour. 


colors, 


cochlar. 


collor. 


Chooler, 


Cho, 


collar. 


cohlar. 


coUores, 


Cholor, 


chola. 


coller. 


coholer. 


coarlor. 


Choolor, 


cholla, 


coUere, 


cohooler. 


coUn, 


Chollar, 


choolar. 


callar. 


caod. 


corler, 


Chollor, 


choulder, 


callor. 


coolla, 


Scalar, 


chorllar. 


C cholar. 


callores. 


coUr, 


Scohlar, 


cholur. 


CchoUar, 


cauUar, 


clolar. 


scloar, 


chouller. 


Ccolar, 


celler, 


cloler. 


sclore, 


choled, 


C color, 


corlal, 


colar, 


sclolar, 



152 



BOARD OF EDUCATION. 



sclolor, 


scoler. 


scholard, 


scharl, 


sholor. 


sclolore, 


scolor, 


schooUar, 


scharar. 


shoolar. 


BcloUar, 


scorlar, 


scholer. 


schroher, 


shaller. 


sclooler, 


scorl. 


Bcholoor, 


schote, 


shallay, 


scolla, 


scolary. 


schalar, 


schoa. 


shela. 


scolle, 


scorlor, 


schalor. 


schor. 


sochar. 


scoUo, 


scooler. 


schoUer, 


schar, 


sohlor. 


scollor, 


scorler. 


schoUor, 


schoar. 


solars. 


scoUere, 


scloror. 


schallar, 


schooar. 


solar, 


scoblar, 


sclow. 


schaller. 


schoal. 


SoUar, 


scoer, 


scroaler, 


schallor. 


schoaler. 


SoUer. 


scllar, 


scollar, 


schoolen, 


schooioir. 


solocar, 


eclar, 


scollare. 


scheler. 


schulier, 


solor. 


scUor, 


scorllor. 


schler. 


school, 


Soler, 


scotler, 


scoUer, 


schlire. 


scholorer. 


soUor, 


scallar, 


scooUor, 


schller. 


schouler, 


sallar. 


scalier, 


scuUier, 


schole. 


schorar. 


sailer. 


scallor. 


schoolar. 


scholr. 


schoorar, 


salbor. 


scallas, 


schooler. 


schols, 


schotler. 


saaol. 


SColor, 


schoolor. 


scholse. 


skooler. 


saoler. 


scaler, 


schorlar, 


scholae, 


skoUar, 


secoler, 


scaler, 


schoUar, 


scholal, 


skolar. 


selor. 


scalere, 


scholor, 


scholas, 


skoler. 


sooi, 


scoolar, 


schoalar, 


scholes, 


skoUer, 


Stole, 


scoolor, 


schorlor, 


scholia, 


skorler, 


rolia. 


ecolai, 


schoor. 


schoUaa, 


skuler. 




scolal, 


schola, 


schollie. 


stoler. 




Bcolra, 


schooloer, 


schoUiar, 


shoar. 




scorlorr. 


schlar, 


schoola, 


sholar. 




scarlar. 


scholaa. 


schoole, 


shoUar, 




scarlor, 


sehol. 


scholars, 


shoUor, 




scrollies. 


schlor. 


scholore, 


sholer, 




scoaler. 


scho. 


schaalore, 


shlar. 




ecolar. 


schoer. 


schoorlar, 


shorloir, 





But perhaps the greatest ingenuity is displayed in the spell- 
ing of the word " depot," a word, if not a place, daily in the 
presence of most of the children of the county. 

For the spelling of this word the pupils have invented the 
following ways : — 



bepo. 


deapho. 


deapo, 


deappow, 


beapo. 


deaphow. 


deapoe. 


deapto. 


dapa. 


depto, 


deapohl. 


deopy. 


daper. 


depoirt, 


deapohoe. 


despot. 


dapo. 


deop, 


deapou. 


deupo. 


dapot, 


deopo. 


deapot. 


dipo. 


deapot, 


deopot, 


deapow, 


doopo, 



EXAMINATIOXS IN NORFOLK COUNTY. 153 



dopho, 


dephoe, 


nepow, 


depote. 


dedpod, 


depo, 


tepot, 


depott. 


deepo, 


depoa. 


teapot, 


depow. 


deeper, 


depoe. 


c'epore. 


depper, 


depa. 


dopot. 


deport. 


deppot. 


depe, 


deto, 


de Port, 


deppowe 



Several attempts to substitute " station " for " depot " have 
resulted in a variety of forms: "stachan," "stacion," "stai- 
tion," "stachant," "stachion," " stashun," "stasin," "stating," 
&c. 

Little attention appears to be given in the schools of the 
higher grade to the well-established and quite common rules 
Ibr spelling; such words as "denies," "deterring,"" fitted," 
" taking," " disputing," " deciding," and " changeable," are gen- 
erally no better spelt than the words "deluge," "decency," and 
"colonel." The spelling of a noun in the possessive case is 
too frequently incorrect. 

A very large number of errors result from indistinctness of 
articulation, and from mispronunciation, or from coincidence 
in sound of word or letter : the pupils spell as they pronounce. 
Where they write words but seldom, these errors are frequent. 
The following from papers of both grades, are examples : — 



Words misspelt on Account of Errors in Pronunciation^ 
Coincidence in Sound, ^c. 



Any, ane, enny. 
Affectionate, effectionate. 
Age, edge. 
Against, aginst. 
Along, alond, alon. 
Albany, albuny. 
Amongst, amunt. 
Animals, anables. 
Answered, answared. 
Appoint, point. 
Arithmetic, rithmes. 
Arrive, awrith. 
Ask, ast. 
Asked, asted. 
Because, becouse. 
Been, ben, bene, bin. 
Beautiful, beuful. 
Big one, big yon. 
By and by, bimeby. 
20 



Birth, birt. 

Book, bok. 

Boston, bostone. 

Brother, brouther. 

Both, bouth. 

Boy, poy, bou. 

Carriage, cridg, &c. (Previously 

given.) 
Character, caricter. 
Chance, chanch. 
Chose, choosed. 
Change, chained. 
City, sitty. 
Close, clost. 

Coasting, costin, coistain. 
Closed, clost. 

Coat, coot, coth, cote, goat, coate. 
Come, cone. 
Consent, conset. 



154 



BOARD OF EDUCATION. 



Coming, comin, commun, gomming, 
comming. (The last quite com- 
mon.) 

Colony, colonry, colnory, colonly, 
colomol, condley, conly, conley, 
comielly, conry, cornley, &c. 

Cousin, cusing. 

Custard pie, ousted puy. 

Decide, discide. 

Decision, dision. 

December, decendber. 

Determined, dertimg. 

Deposition, dispersition, dispotion. 

Daughter, dorter, doughter. 

Dear, deer. 

Educated, edcated, eddicated, ede- 
cated, egucated, edjucated, ju- 
cated, &c. 



Eggs, ages. 

Elbow, elboa. 

Every, evry. 

Everything, everthing. 

Evening, evning, eveings. 

Evil, eval. 

Elephant, eliphant. 

Enjoying, enjoyern. 

February, Febuary, &c. (Previously 

given.) 
Fishing, fi thing. 
Friend, phen. 
Frightening, frighting. 
From, fron. 
Going, goin. 
Going to, gointes. 
Good deal, goo deal. 
Good, goot. 



The temptation is strong to extend this list, as I might 
do, through the alphabet. Most of the words are so common, 
and appear so simple, that they are quite likely to be over- 
looked by the inexperienced teacher. 

I will venture to give a few additional forms, some of which 
have proved puzzles in the work of examining the papers ; 
thus : — 



Pencle, hotail, yourse, hoapink, hotaill, thanks Gifen, ogin, ogine, quarl- 
ing, severl, smawl, Marchusses, toalt, masers, Usted, Yousted, Yock, 
splensy, vpanter, thair kink, meachu, New Lin Cling, ol cone, auter, wasant, 
vestan, ferthur, ihed, trewly, perients, vere. 

This class of errors as bearing upon the speech and reading 
of the pupils, as well as upon their spelling, is very suggestive. 
Errors of the kind are almost limitless, and not confined to any 
one part of the county, or to either grade of the schools. Some 
can be excused, having their origin in the foreign nativity of 
the children or their parents. 

There is no other way so good for discovering these errors as to 
have frequent written exercises ; the quick ear may detect the 
errors, but the eye is a more certain means, and the pupil who 
has formed the habit of mispronouncing or of misspelling the 
words wili need to be corrected many times before he will pro- 
nounce and write them with accuracy. 

The analysis of words by sounds must tend to diminish this 



EXAMINATIONS IN NORFOLK COUNTY. 155 

class of errors. My observations were not made with suffi- 
cient care to speak of the results in spelling in the schools 
using the phonic analysis. It has a marked influence upon the 
reading, and no doubt has also upon the spelling. 

The excellent results reached by some of the schools justify 
specifying the details and the philosophy of their methods. 
Those schools in which reading is taught by showing the pupil 
the word, and requiring him to write it upon the slate before 
spelling it out orally, evidently secure the best results. The 
reason seems to be that the pupil, seeing the word as a whole, 
and making it, gives a more prolonged attention to the arrange- 
ment of the parts ; a more definite and so more lasting impres- 
sion is thus made upon the mind. In one of the towns of the 
county, oral spelling has of late been entirely abandoned. Oral 
spelling has its uses, but it may safely be subordinated in the 
early part of the course ; the lowest classes in the schools of 
the town referred to certainly excel as spellers. 

In another town the children have no oral spelling till the 
third year. That town ranks highest of any in the county in 
spelling. Here the uniform method in teaching words is to 
present them upon the blackboard in script letters. The pupils 
learn the words as they do the letters, by seeing and forming 
them many times upon the slate or board. The results, in 
these and in other towns that pursue the same plan in whole or 
in part, confirm the theory long held by the most experienced 
educators, that the object and word method of teaching begin- 
ners to read, with the constant exercise in writing, is the best 
means of making good spellers. 

Evidence upon this point is also found in the fact, that, in 
towns that have changed to the word method within three or 
four years, the younger members of the upper primary classes 
spell words they have seen but once, better than the older 
members of the class, who were taught by a different method. 
The powers of observation seem to be better trained by the 
object and word method. To show the want of this training 
in the schools, an illustration may be taken from the spelling 
of the word " Cyrus " by the pupils of the grammar schools. 
In the reading of the narrative, this word passed under the eye 
of each pupil several times, but a few minutes before he wrote 
it, and yet there were a score or more of different ways of 
spelling it in the written exercises. Among these were, Ceyrus, 



156 BOARD OF EDUCATION. 

Cirus, Cyras, Cyrpus, Cypress, Cyrus, Cyprus, Cypus, . Cyprys, 
Cypry, Cyreus, Cyrous, Cryus, Cryas, Cruyous, Cryrous, Cyus, 
Cuyus, Cuyrus, Curcus, Curius, Scyrus, Syrus, Cyrecuse, Xy- 
ruse, Crysou, Crus, Crysis, Crysoe, Cecil. 

The conclusions to which the examinations lead are that 
spelling should be largely by writing, and incidental to composi- 
tion, rather than orally and in set spelling lessons. 

Table (A), appended to this report, previously referred to in 
connection with reading, shows how generally in the primary 
^■rades throughout the county, script letters are being substi- 
tuted for the Roman, in teaching to read, and indicates that 
written is being largely substituted for oral spelling. While 
the abandonment of oral spelling altogether is not likely to 
become general, the tendency to recognize writing as the prac- 
tical method of learning to spell shows real progress in teaching. 

Many persons are looking forward, some more, others less, 
hopefully, to the time when there will be a character, and only 
one, for each sound in the language ; and when it will only 
require accuracy in pronouncing, and knowledge of the signs, to 
spell any word correctly. Till that time comes, to fail in this 
difScult art will be unscholarly, though the greatest accuracy 
in it may be no sign of great scholarship. 

CoMPOSiTiO]sr. — The ability to express thoughts upon paper 
is an important practical end to be aimed at in the schools. To 
reach this end, exercises in writing should be begun in the first 
primary class the child enters, and continued till he leaves 
school for practical life. There should be grades of com^DOsi- 
tion exercises, by which he shall acquire the habit of expressing 
the products of his various powers, of observation, of memory, 
and of imagination, and by which he shall learn properly to 
arrange the parts of a theme when his reflective powers are 
fully in action. 

This implies a special training of the powers of the mind, 
and a constant use by the pupil, of language to express the 
activities which are incident to this training. Most that is 
mechanical in composition-writing can be early taught; for 
example, the correct orthography of all words the pupil em- 
ploys, the proper use of capitals, and marks of punctuation, 
— certainly the period used in abbreviations and at the end of 
a sentence, the interrogation-point in asking questions, and the 
capitals for the pronoun J and at the beginning of a sentence. 



EXAMINATIONS IN NORFOLK COUNTY. 157 

The pupil can be taught to leave a proper margin, and to 
divide his words when he has occasion to do so, as at the 
end of a line, between syllables. He may also at an earl}^ age 
be taught to make a proper selection of words and arrangement 
of clauses ; and if correctly trained he will be able to avoid 
ungrammatical forms of expression, and to use language ^vjth 
some propriety as to style. At least, the teaching should tend 
to produce these practical results. 

The exercises submitted in the examinations of the schools 
were designed to test the ability of the pupils to do the 
mechanical part of composition-writing. The letter written 
by the lower-grade pupils tested their knowledge and skill in 
placing the date, address, and subscription, in using the proper 
address- and complimentary expression, and in arranging in 
proper form the body of a letter ; it tested their handwriting, 
their knowledge of the use of capital^ of spelling, of syllabica- 
tion, and a, few marks of punctuation. Beyond this the pupils 
were left simply to make a proper use of words in sentences 
in expressing thoughts created by their own imaginations and 
suggested by the experiences of common life. As a test the nar- 
rative written in the upper grade was not essentially different in 
kind; the result depended upon the judgment rather than upon 
the imagination, and required a little more knowledge of mechan- 
ical arrangement, for example, in placing the marks of quotation. 

In many respects the schools, and the individual scholars of 
the same school, showed the greatest contrasts ; while some 
schools were fully supplied with all the materials for the written 
exercises, pencil or pen, paper and ink, — the pencil, ink, and pen 
in good condition, — others were wanting in all materials for 
written exercises, except the slate and pencil, which are gener- 
ally found in all the schools of the grades examined. In a major- 
ity of the schools the materials which the examiners went pre- 
pared to supply were put in requisition. The absence of even 
the materials for written work, in so large a number of the 
schools, is too significant a fact to need any comment : it has 
an evident bearing upon the question of supervision. 

In the mechanical execution of both the letter and the narra- 
tive, there was the same contrast in different schools as has 
been indicated in the materials for writing. With some the 
exercises seemed nothing unusual : the margin required, the 
date, address, &c., of the letter, and the title of the narrative, 



BOARD OF EDUCATION. 



received attention as if they were matters of course. The 
pupils of some schools, after the materials were placed in their 
hands and the directions were given, sat in apparent amaze- 
ment, as if the most unreasonable demand had been made upon 
them: to some, indeed, the directions were at first incompre- 
hensible, and had to be many times repeated. Nor was this 
condition limited to the lower grade of pupils. Some even of 
the grammar grade, after dipping the pen in ink, had nothing 
to write, and finally returned the paper, except for a few 
broken sentences, as blank as when it was given them. Very 
many of both grades gave evidence that they had never been 
taught even the mechanical part of any composition-exercise" : 
their spelling was poor, capitals were wholly wanting, and no 
punctuation was attempted ; there was no idea of the arrange- 
ment of parts of the letter or of the narrative. This is evi- 
dent in the papers of which facsimiles are given later on in 
this report. 

To show how little attention is given in many schools to one 
important particular, sjdlabication, the following words, occur- 
ring at the ends of lines, have been taken from the written 
exercises. The division made by the pupils is indicated by the 
hyphen ; thus : — 



al-ong, 


evenin-g, 


judgme-nt, 


shou-ld, 


bo-ys, 


exchan-ge, 


la-nd, 


sma-11, 


bo-y's, 


excha-nge, 


mu-ch, 


sm-all, 


bef-ore, 


goin-g, 


pa-ssing, 


stro-ng, 


carria-ge, 


goi-ng, 


pr-esent, 


too-k, 


comm-and, 


go-od, 


pon-d, 


thou-ght, 


comin-g, 


goo-d, 


propose- d, 


inju-stly, 


ch-ange, 


ha-ve, 


punis-hed, 


•wante-d, 


dec-ide, 


ho-me, 


sa-id, 


•wrig-ht, 


deci-ded, 


ho-use, 


sai-d, 


we-i:t, 


dec-iding, 


huma-ne, 


sch-ool, 


wh-en, 


educate-d, 


judg-e, 


shoul-d, 


wo-uld, &c, 



With the exception of a number of schools that are well 
trained in this respect, the want of attention to syllabication is 
apparently a general fault. 

The proper use of capitals seems to be neglected in a very 
large majority of the schools till the pupils enter the grammar 
grade, and sometimes till a late period in that. Where the 
pupils early learn to make the proper use of the capital letters, 
very few errors are found in their written exercises when they 



EXAMINATIONS IN NORFOLK COUNTY. 159 

.reach the grammar school ; some of the narratives, and even 
the letters written in the primary grade, are models in this 
respect. 

But punctuation is the most neglected of any thing in the 
mechanical part of the written exercises; though there are a 
few towns in which most of these marks are emploj'^ed with an 
.ipproach to accuracy by children nine or ten years of age. 
The absence of these in a great number of the papers has 
materially increased the labor of examining and marking ; it is 
often quite impossible, without several readings, to discover 
the meaning of the writer. 

It would seem that letter-writing would be one of the early 
forms of elementary composition taught in the schools, since its 
practical value is so easily comprehended by the young learner. 
All that relates to the forms is so nearly mechanical that it 
can be easily taught. 

For want of the proper training in this kind of composition 
exercise, the letters of those children who have had occasion 
to do some writing in a practical way, abound in such expres- 
sions as : — 

" I take my pen in hand to let you know; " " I take my pencle in hand ; " 
" I thought I would write you a few lines ; " "I now set down to address 
you; *' "I now sit down to pen you a few lines ; " "I write you these few 
lines hoping to find you in good health;" "Hoping this will find j'ou in 
good health as it leaves us at present ; " " It is with the greatest of pleasure 
that I now take up my pen to let you know that I am in good health, and 
hope this may find you enjoying the same blessing ; " " As I have a few 
minutes, I thought I would write to tell you that I am in good health, and 
hope you are enjoying the same blessing ; " " This is all I can think of, so 
no more at present ; " "I can think of no more to write, so will close." 

A large number of the letters addressed " dear father," or 
" dear mother," close with " yours truly," " respectfully yours," 
and several with "your affectionate brother.'.' Not a few state 
as the cause for writing, that they " have nothing else to do ; " 
thus : " Dear mother : I thought as long as I was seting here 
doing nothing i wood write you a few lines ; " "I thought I 
would writT you as long as I had nothing else to do." 

Throughout, the letters employ a few special adjectives for 
limiting a great number of different nouns ; thus : " a good 
time," " a good long vacation," " a good scolding," " a good lick- 
ing," " a nice skate," a " nice visit," " a nice time," " an awful 



160 BOARD OF EDUCATION. 

nice day." The word "nice" is frequently found two or three 
times in a short letter : it is employed several hundred times in 
all that were written ; and the word " splendid " is used to 
express every form of pleasing emotion, and every kind of 
thing which excites it : thus we have " splendid sleigh-rides," 
" splendid teachers," " splendid times," " splendid pies," " splen- 
did coasting," " splendid butternuts," "splendid days," "splen- 
did paper," "splendid luck," "splendid weather," and "splendid 
potatoes." 

Letter-writing presents the occasion for the exercise of feel- 
ings of friendship and filial regard; it affords an opportunity 
for teaching the pupil to apply those expressions of respect and 
endearment, which, if they do not naturally arise from the 
pupil's own feelings, must, by their appropriate use, tend to 
awaken in him emotions to correspond with the expressions he 
employs. Where letter-writing is common in the schools, the 
polite forms of expression contrast most agreeably with the lan- 
guage where the children are not habituated to it. In one 
town where letter-writing is prominent as a primary-school 
exercise, the letters are crowded with happy expressions which 
indicate a corresponding spirit and temper, occasioned, no 
doubt, in part, by the exercise itself. On the other hand, there 
are entire sets of letters in which such expressions are rare ; 
while there are many which by their coarseness offend every 
feeling of delicacy, and indicate the absence of all refinement 
in the writers. "What numerous occasions written exercises 
would present to the skilful teacher for refining away the dross 
of the rude material upon which he so often is called to work ! 

The papers of some schools abound in such expressions as 
the following : — 

"The other boys made him their boss;" "I am having a boss time" 
(addressed to ''grandmother"); "He always wanted to be boss;" "He 
liked to be boss ; " " He give the umpire a thrashing ; " " He thrashed me; " 
" He flogged me ; " " He said he had been flogged ; " "He punched him; " 
" He got lickin ; " " He went for him ; " " He come for me ; " " He said 
he had learned a licking;" "I have learned to get a leaking ; " "Master 
licked me;" "What did he lick you for? " " Master beat him;" "There 
was two boys fussing about some coats;" "This made the lai-ger boy 
mad." 

The following, though less uncouth and offensive, are still 
wanting in delicacy : — 



EXAMINATIONS IN NORFOLK COUNTY. 161 

" You come in a slay after me " (addressed to " farther ") ; " You have 
the horse to the depot" (addressed to "father") ; "Bring the horse to the 
depot for my trunk " (addressed to " mother ") ; " Send a sleigh to meet 
me at the depot;"'"! want you to come to the depot;" "Fetch up a 
sleigh to the depot." 

The following illustrate the use of strong language : — 

" The big boy said to the little boy to swap with him ; " " The big boy 
grabbed hold of the coat and flung his to him ; " " lie wanted to trade ; " 
"They wanted to swap coats;" "Persian was raised with a lot of other 
boys; " " They were jangling over their coats." 

In contrast with these are sueh expressions as the follow- 
ing : — 

" I was punished ; " " The small boy would not consent to the proposal ; " 
''I should be glad to have you come to the depot to meet me; " " Send the 
carriage, please, to meet me; " "I hope you will be able to meet me;" 
" Please send to the depot for me ; " "I would like; " " Please come," &c. ; 
"I am very happy here, dear mother." ^ 

"Who can fail to discover a widely different spirit in the 
writers of the following two letters written by boys in the pri- 
mary grade J* 

Lynn jan 29th 1879. 
Deau Mother, — I am coming home Saturday. Send a sleigh to meet 
me at the depot. I had a good fight you bet. 

[Signed] 

Lynn ]Mrs' 

Jan 12 1879. 
im comming home dear mother and im liveing very happy and i want you 
to meate me at the providense rode 

[Signed] 

The penmanship of the first of these letters was marked fifty 
per cent ; cf the second, twenty. The children were about of 
an age, between nine and ten years. Could time be more profit- 
ably spent by the teacher, than in calling out the sensibilities 
and correcting the uncivil habits of one of these pupils, and in 
helping the other to clothe his gentle thoughts in correctly 
formed words? 

The papers of an entire school, in a few instances, were 
characterized by a formal and stilted stjde of language, which 
exactly expressed the whole air of the school ; others showed 
a heartiness and simplicity that were charming, and at times 
almost betrayed the examiners into forgetfulness of the errors 

21 



162 BOARD OF EDUCATION. 

the children were making. In a few instances, there was a 
freedom of manner which created a seeming indifference to the 
results of the examinations. Sometimes this spirit manifested 
itself in verbosity, and the words used were quite out of pro- 
portion to the ideas expressed. An illustration of this is found 
in the narratives, where in twenty lines, which is the average 
length, not half the story is told. The last named fault occurred 
so seldom as to be hardly worth mentioning. It is a fact, how- 
ever, I think, that in the schools where " language lessons " are 
most taught, the children are liable to disregard the thought, andr 
multiply words merely for the sake of the expression. It may 
not come amiss to repeat the hint already given, that the teaching 
of language implies something more than teaching to use words : 
it necessitates first the teaching of that which the language 
names and describes. Language should not be mistaken for an 
end in itself : the end is the thought, and language is for the 
expression of that. 

Among the papers taken in the upper grade, there are many 
in which the pupils show a clear appreciation of the story, and 
good judgment in seizing upon and in arranging the important 
incidents of the narrative ; and yet the style is poor, the ex- 
pressions are ungrammatical, the writing is cramped, and all 
that relates to the mechanical execution shows faulty or neg- 
lected early training. For want of these simple and easily 
acquired elements of primary instruction, the writer is often 
placed for life at disadvantage with persons who have far less 
genius, but who have power to express what they know. Intel- 
ligence wanting the means of expression enlists our sympathy 
far more than shallowness which drapes itself in a frippery of 
words. 

The grammar of the exercises is generally conformed to the 
habits the pupils have in speaking the language. In the 
papers of both grades a few errors are committed over and over 
again, thus : — 

"The was two boys;" " They was two boys;" "How is all the boys?" 
"Things that was good;" "They is not many here I know;" "He give 
him his coat ; " " He come to school ; " "I see him yesterday ; " " He asked 
Cyrus what he done that day;" "I seen the boys disputing;""! had 
saw him;" "He had wore a coat;" "Who teached him ; " " He throwed 
his coat ; " " He said each one keep their own coats ; " " Who the coats 
fitted;" "Who it would fit best;" "Boys which he was taught by;" 
"Two boys which were disputing;" "He had ought to decide;" "He 
hadn't ought," &c. 



EXAMINATIONS IN NORFOLK COUNTY. 163 

The above embrace nearly all the forms of ungrammatical 
expressions that have been noted in the examination of the 
three or four thousand papers ; the errors are limited to the use 
of the wrong form of the verb in number or tense, and the 
wrong form of the relative pronoun, or to the use of the wrong 
word. There are, in addition to these, errors in the use of words, 
which are sometimes classed as errors in grammar, thus : — 

"Boys with whom he played with ; " "I was to Boston;" "I said for 
the little boy to have the little coat ; " " I said that the big coat for the big 
boy;" "Have the sleigh to the depot;" " Cyrus was learnt every thing ; " 
" They tried to learn him." 

The word " got " is often erroneously used, as : " I got a pun- 
ishing to-day ; " " got whipped," and so on. And, as was illus- 
trated under errors in grammatical expression above, the and 
they are often used for "there." 

These errors, which are repeated, one or other of them, hun- 
dreds of times in the papers examined, show that the study of 
grammar fails to teach the pupils "to speak and write the 
language correctly." The errors occur almost as frequently 
among those who study grammar, as among those who do not. 
The kinds of errors are few, though so often repeated. To 
avoid them, the pupil must learn, not by committing rules of 
grammar, but by practice in writing. The correct forms of lan- 
guage are to be acquired, if acquired at all, before the pupil is 
old enough to study the rules of grammar. The business of 
the primary school is to furnish to the pupil the occasions for 
using all those forms of language in which he is likely to err, 
and to practise him in the correct forms till he employs them 
from habit. The knowledge of grammar will furnish him with 
some rules for testing his own construction; but not till his 
habits are well formed in the use of language, will he have 
the judgment to apply the tests critically. 

The lesson taught by the examinations is, that in most of 
the schools the children should begin earlier, and have vastly 
more practice in composition-writing. 

Arithmetic. 

The ends to be secured in the study of arithmetic are the 
knowledge of numbers and a certain kind of culture which the 
study is calculate! to give. The method of teaching should be 



164 BOARD OF EDUCATION. 

such as to lead the pupil to form habits of accuracy and atten- 
tion, and tend to discipline the powers of observation, memory, 
imagination, judgment, and reasoning. The first knowledge 
to be acquired in the primary school is of small numbers : the 
knowledge is of three kinds, — of the expression, combmation 
und relation of numbers. 

Under expression and combination are included the four fun- 
damental operations. These and the solution of simple prob- 
lems should be taught in the first four years. All that remains 
of arithmetic that is essential, including practical problems in 
mensuration and percentage, should be taught in the next four 
years. With these processes the pupil should be taught the 
most common and useful abbreviations for lightening the me- 
chanical labor. 

The examinations were designed to test the results of four 
years' and of eight years' Avork in the particulars above referred 
to. Accordingly to each grade were assigned an example in 
column addition, and practical problems adapted to. the re- 
spective grades. The lower grade had also exercises in the 
elementary combinations, and the upper grade an example in 
multiplication and division, which tested the pupils' practical 
knowledge of cancellation. The results will be seen b}' refer- 
ence to the tables which are appended. In the primary grade 
the average of correct - answers for the whole county in ele- 
mentary combinations was nearly 74 per cent ; in the column 
addition, 46 per cent, and the total average was 60 per cent. 
In the grammar grade the average for the column addition was 
65.7 per cent ; for multiplication and division, 68.8 per cent ; for 
simple interest, 42.9 per cent ; for the problem in mensuration, 
15.4 per cent. The total average was 48.2 per cent; and the 
average for cancellation, 13 per cent. 

Compared with the results reached in some of the schools, 
these averages are low. There is no good reason why the county 
as a whole should not stand at least twenty per cent higher. 
This would give an average of two per cent less than the 
highest town has at present : it would be but little above the 
average of some others. While some schools made a satisfactory 
record, and while the majority of the towns stand fairly, the 
results in others are not particularly gratifying to our pride as 
teachers of arithmetic. 

Whence arise these differences? There is in the first place 



EXAMINATIONS IN NORFOLK COUNTY. 165 

a wide difference in what is attempted to be taught. In some 
schools, during the first four years, the practice is confined to 
the exercises of the mental arithmetic. That, with its formal 
solutions, is literally committed to memory. The ciphering is 
not begun till the fifth year. Up to this time the pupils are 
not able to add units and tens expressed in column. In other 
schools the pupils cipher through the fundamental operations, 
even before they enter upon the fifth year. 

To reach the standard of work attempted in some of the 
schools of the primary grade, the examination should have been 
limited to the primary tables, and then the results could only 
haA^e been expressed orally ; while to reach the liigher standard 
in other schools would have required tests in all the fundamen- 
tal oj)erations, and quite difficult problems in mental arithme- 
tic, with compound numbers. 

The pupils of the grammar grade were as far apart in respect 
to the work attempted, as were those of the primary ; some 
who had been eight years in school having advanced but little 
beyond the fundamental operations, while others had only 
reached fractional numbers, and yet others had gone through 
the arithmetic required for admission to the high school. The 
pupils of one school — all under twelve and a half years of age 
— had been through written aritlimetic preparatory to entering 
the high school. Of course the work was very superficial : the 
pupils examined in this school averaged, in addition, 50 per 
cent; in multiplication and division, per cent; in interest, 50 
per cent ; in mensuration, per cent, — a total of 25 per cent. 
In a few cases the tests for the primary grade, with the exam- 
ple in division or with a simple example in fractions, were sub- 
mitted to the grammar grade, and found to be fully up to their 
attainments. 

Formerly — say, twenty-five years ago — the practice in num- 
bers, for the first four or five years in school, was limited to the 
oral and mental arithmetic. That practice, as already stated, is 
still continued in some of the towns. The drift of late has been 
towards mechanical ciphering ; the use of figures being early 
taught, and the oral solution being entirely abandoned. In 
some towns these methods are both practised; the children 
having set lessons in written and in mental arithmetic, and 
carrying on the two studies as if they were entirely distinct. 
Here are three methods ; and of the old doggerel, — 
" The first is the worst," &c., — 



166 BOARD OF EDUCATION. 

the first two lines are directly, and the last two inversely, aj pli- 
cable : for among the methods there is little to choose. 
• A more rational method prevails where the mental process is 
early expressed in figures, and reason for the written process is 
made clear to the comprehension of the pupil, who begins in 
school the practice he is to follow in life : he there combines as 
he expresses, and expresses as he combines. In this there is no 
divorcing of things which are by nature joined together. 

There are two methods in use for teacliing the elementary 
combinations. By one the whole reliance is placed upon com- 
mitting to memory the primary tables ; by the other, all num- 
bers to twenty, with their combinations and relations, are taught 
with sensible objects. The one process closes the mind to 
the thought, and occupies it with a form of words ; the other 
first develops the thought, and then teaches to express it in 
appropriate forms. It is not hard to see which will give the 
best conception of the elementary facts of numbers. 

Again : there is much study of book arithmetic, but a great 
neglect of training upon miscellaneous problems outside. The 
arithmetic is of the schoolroom, not always of practical life. 
The pupils work to get a certain answer, which is appended 
to the problem. Failing to obtain this, they erase and cipher 
again; again they fail and again they cipher, till this play 
with figures makes arithmetic a farce ; the practice is bad for 
the knowledge, and damaging to the mental habit, if not to the 
moral sense. If, instead of ^ this, the pupil should be compelled 
to deal with real things, and to find his answer by studying the 
conditions of his problem, the fiction which arithmetic now is 
to most pupils, would become to them a reality. Confined 
to the book and its answers alone, the pupil is often unable, 
when he leaves school, to do the simplest practical problem ; and 
this is because he has had no practice in this kind of work, 
and no training which fits him to do independently work of any 
kind. That he may be able when he leaves school to apply his 
knowledge, he must be accustomed, while in school, to weighing 
and measuring, and generally to finding the data for his own 
problems, and, with these, to working out results unaided and 
alone. 

To one who has not been used to seeing similar results else- 
where, the failure in the simple operations is perhaps the most 
surprising thing in the examinations. Certainly, to liave a fail- 



EXAMINATIONS IN NORFOLK COUNTY. 167 

ure here is most serious in its consequences. There were but 
nine items given for addition in the primary, and but eleven in 
the grammar grade ; with a total average of fifty-six per cent. 
Why should not eighty or ninety per cent of all the answers be 
correct ? The operation depends upon the simplest elementary 
combinations ; and of these there is a limited number. Good 
teaching in the primary schools would, in the first two or three 
years of teaching, fix these fundamentals of arithmetic so firmly, 
that, no matter what the application, the accurate result would 
be nearly certain. 

The practice with these small numbers should be so thorough 
in the primary school, that any collection of objects not greater 
than eight or ten could be recognized and named at sight, and 
that the presence to the pupil of any pair of numbers whose 
sum is not greater than twenty, should at once suggest to the 
mind the amount ; or, the amount and one of the parts being 
present, the other part or difference should be at once suggested. 
So, whatever the form of language expressing the unions or 
separations of these elementary combinations, whether words or 
figures, the results should spring instantly to the mind without 
the necessity of counting by separate units. With proper train- 
ing at the outset, the counting with fingers, not uncommon even 
in the grammar schools, would be nowhere found. In place of 
this thorough elementary drill, I saw, in a school visited since 
beginning this writing, the children attempting to recite from 
memory the rule for finding the greatest common divisor, — a 
rule which they did not comprehend, and which would be of no 
great use to them if they did comprehend it. A single instance 
proves nothing ; but this is an illustration which is applicable 
to many schools. 

I was not prepared for so great a per cent of errors in using 
abbreviated processes as was found in the grammar schools. 
The papers do not always show what the process was ; but evi- 
dently the number who abbreviated the work was quite small. 
The direction to find by the shortest process the result of multi- 
plying a given number by 12 and dividing the product by 
72 would seem to suggest dividing by 6 to all pupils who had 
been taught to cancel ; but, instead, many pupils, after multi- 
plying by 12, divided by 72, using short division. If the pupils 
had been told to do the work by cancellation, there can be 
no doubt the errors would have been few. As it was, the 



168 BOARD OF EDUCATION. 

percentages for " short process " were not included in making 
up the averages for the grammar schools. 

Another illustration of the want of practical methods in 
arithmetic occurred in connection with the example in simple 
interest. The problem given required the pupils to find the 
time, for example, from Aug. 20 to Dec. 5 of the same year ; 
the pupils in a majority of the schools wished to know the year; 
and, with most, the time was found by writing down the dates 
one underneath the other, — year, month, and day, — and per- 
forming the operation by compound subtraction. In examining 
the papers, it was found that many errors in finding the time 
arose from misplacing the dates, arid attempting to subtract the 
later from the earlier. 

It will be seen, by referring to the table of percentages, that 
the lowest per cent for the examples was obtained for the prob- 
lem in mensuration. This Avas given to test the power of the 
pupils to conceive the form described, and to learn if they were 
in the habit of constructing diagrams to aid their imagination. 
The problem was such as is likely to occur in practice, and 
was not difficult. After repeated explanations and illustrations, 
some pupils seemed to despair even of comprehending the 
problem ; others proceeded at once to draw a diagram, and then 
with a few simple operations worked out the result. Where 
the pupils made diagrams for their example, the work v/as gen- 
erally found to be correct. 

While some schools were very exact in expressing arithmeti- 
cal processes, others were equally careless. A common fault is 
illustrated in the following examples : — 

(1.) 5337 X 12 =: 64044 -^ 72 = 889^. 

(2.) 4 X 2 = 8 X 4 = 32 X 2 = 64 X 4 = 256 X $10 = 12560. 

(3.) 3 mo. 15 da. = .0175 ~G = .00291 x 8 = .0233J X 

$5337 = $124.49+. 

Such are the contrasts under different kinds of training. No 
branch taught in the schools more fully shows the kind and 
quality of the teaching than arithmetic. If the teacher has 
definite ends to reach, and has the requisite knowledge and 
skill, there is no branch where the good results can be more 
evident. Being without aim, and ignorant of methods, there 
is no branch where the teacher can do so much to so little 
purpose. 



EXAMINATIONS IN NORFOLK COUNTY. 169 

The question of morals has its place in the teaching of arith- 
metic. Moral power is the result of moral acts. Do nothing 
to prevent one pupil from copying the work of another and 
presenting it as his own, and the result will be a weakening 
of the moral sense, as well as a want of self-reliance. In quite 
a large number of the schools the desire to compare and copy 
was so manifest, that the mind sickens at the thought of the 
consequences of this bad habit acquired in the study of an 
exact science. 

The method of the examinations was a little embarrassing to 
many pupils, because they were forced to rely each upon him- 
self. If sunilar conditions are imposed upon the pupils in all 
their exercises, they will soon gain facility in doing independent 
work. With this facility comes pleasure, which always waits 
upon achievement. This prompts to renewed exertion ; and 
finally a character results having an inclination to moral acts. 
The pupil comes to feel an obligation to discover and state the 
exact truth in arithmetic as elsewhere, even to the writing 
doAvn of a figure ; and something like shame is felt, if, for a 
fault of his, one of these .easily written symbols has to be erased. 

With the exceptions mentioned, there is to one experienced 
in similar work nothing surprising iii the failures revealed in 
the examinations. They result partly from a want of thorough 
drill in the first steps in numbers. They indicate, however, 
defects in teaching which can be remedied only by a knowledge 
of the powers of the mind to be trained, and skill in using 
methods calculated to bring the powers into exercise. 

General Remarks. 

Tables A and B, wMch follow, are made up from the returns 
of the committees in the several towns, and from their written 
replies to a circular addressed to them last November; the 
questions contained in the circular are published with the ex- 
planations of Table A. The object of introducing the tables 
is to furnish the means of making some comparisons not strictly 
within the province of the report. Should one wish, for exam- 
ple, to study the method or the cost of superintending the 
schools in connection with the results of the examinations, — 
should he wish to find the cost per capita of the supervision, 
or of the instruction of the pupils examined, — he can, with 
these tables, make the necessary comparisons. With an addi- 

22 



170 BOARD OF EDUCATION. 

tional item, — the school-population, contained in the statistical 
tables of the report of the Board of Education, — he can also 
see what proportion of children witliin the proper limits as to 
age Were presented for the examinations, and from this deter- 
mine approximately the character of the grading in the schools. 
Tables C and D need no explanations. 

The reasons for designating the towns by the letters of the 
alphabet, and the schools by the numerals, were principally 
these : first, the mind would not be so likely to turn aside from 
the results to the individuals, as if the names were given ; and, 
second, the object being to ascertain the results in the schools 
and towns as parts of the county, it seemed not necessary to 
use their names. Still, that the towns and schools that rank 
high may be known and studied by teachers and committees, 
an index is prepared, which, on application, will be furnished 
to committees whose schools were examined. 

The lithographs which follow the tables are samples taken 
from the two grades of schools. They represent principally 
three kinds of written work, — the best, the poorest, and the 
average. The four "best" letters are selected from the best 
seventy-five to one hundred letters written in the county, and the 
four "poor" letters are selected from the poorest seventy-five 
to one hundred. The four "best" and four "poor" narratives 
are selected on the same principle. 

The average-papers are selected by taking, from all those 
written in a town, one paper which most nearly represents the 
average of the town in the items entering into the average of 
the papers. These samples are designated by the letters of the 
respective towns, and marked " av." They are arranged in 
order according to the rank of the towns in this kind of work. 
The differences in the average-papers are so slight, that, as a 
whole, they may be uninteresting to the general reader. There 
is no wisli to impose the task of reading them upon any one, 
unless it be, that, by reading forty or fifty, he may have some 
appreciation of the labor of reading critically, for several times, 
the whole three or four thousand. 

The examinations suggest many topics which it would be 
profitable to consider, had not the report already transcended 
its limits. I cannot close, however, without a brief reference 
to the influence which methods of teaching exert upon the 
intellectual and moral character. I am prompted to tliis by 



EXAMINATIONS IN NORFOLK COUNTY. 171 

the many apt illustrations which have come to my notice. I 
will allude to but one. While my visits were for the purpose 
of examining the schools in the branches taught, in my notes 
taken in a town where rational methods of teaching prevail, 
I was led to say, "I am struck with the conscientious and 
thoughtful spirit of the pupils in all the schools." Had this 
been the only compliment to the teaching in that town, it would 
have been the highest that could be paid, no matter what the 
percentages obtained. The, good spirit of the children was, 
however, fully matched by the excellence of the results of 
their examinations. 

However important may be the knowledge of reading, writing, 
and arithmetic, that knowledge sinks into insignificance in com- 
parison with intellectual and moral training. But the effect 
of my observations in all the schools lias been to strengthen the 
conviction, that the teaching best adapted to increase useful 
knowledge produces the truest culture of mind and heart. 

My experience in other schools for a number of years leads 
me to the conclusion, that the schools of Norfolk County are 
not, as a whole, better or worse than similar schools in other 
parts of our State. The conditions which make schools poor 
or good are the same everywhere. Their failures result from 
poor organization, insufficient appliances for teaching, or from 
the teacliing itself. These in their turn result from inadequate 
support and from an ineffective supervision. The examinations 
clearly indicate that more depends upon the supervision of 
the schools than upon all other causes combined. It will be 
said that the teacher makes the school. True ; but the teacher 
is found or made by the supervisor. An important duty of this 
officer is to seek the best teacher the market affords ; assign 
him to his place ; help him to plan and organize, to remove 
obstacles without and within. It matters not whetlier he be 
called committee-man or superintendent, whether he be paid or 
unpaid : his success or failure in this kind of work will appear 
in the teachers and in the schools, and be, more than any thing 
else, a test of his fitness for the office. 

But, it may be asked if the means are inadequate, what can 
the supervisor do? It will generally be found that wherever 
there is good supervision the means are not inadequate. Good 
supervision implies liberality in providing, and economy in 
administering. But, without the means to employ high-priced 



172 BOARD OF EDUCATION. 

teachers, it becomes a far greater necessity, to secure effective 
supervision. How else are the untried teachers to be shown the 
best methods ? How else are the children to be saved from be- 
coming victims to teaching which is based neither upon train- 
ing nor experience ? 

The supervisor of schools has an important duty yet to per- 
form in securing better grading ; in the county as a whole the 
examinations show that the average rank of the older class of 
pupils in graded schools is nearly 12 per cent higher than that 
of the same class in mixed schools. No estimate has been made 
for the lower class; but without doubt the difference is still 
greater. 

While it is probably true that the schools of Norfolk County 
do not differ on the whole from schools elsewhere, there is a 
most gratifying interest awakened in most towns of the county 
in methods of teaching, in courses of studies, and in school super- 
vision, which gives great promise for the future. One important 
cause for this awakening is the earnest spirit which has actu- 
ated the association of school committees of the county in every- 
thing they have undertaken. It will be a high honor if my 
effort in any way advances the ends the association has in view. 

By throwing their schools open to the public without reserve, 
as they have done in these examinations, the committees have 
invited criticism. It will undoubtedly be liberally bestowed. 
Bat, if the motives that prompt the criticism are as sincere and 
noble as those which have presented the occasion, Norfolk will 
not be the only county to receive a blessing. 

Note. — Since the plates for this edition were cast, it has been decided 
to print the average lithographs referred to on page 170 for a few of the 
towns only, including some of the highest and some of the lowest in rank. 



EXPLANATION OF TABLE A. 



On the following pages is a table showing the method and 
average annual cost of superintending the schools of the several 
towns in the county for the three years previous to the exami- 
nations. 

For convenience of arrangement, there is also placed upon 
the same page a condensed table of answers to the following 
questions, submitted to the school committees in the several 
towns: — 

I. What method was used in your schools by pupils who are 
now nine or ten years of age in first learning to read ? State 
whether it was the A B O^ the phonic, or the object and u'ord 
method. 

II. What method is used at present in teaching beginners ? 
IIL Were those who are now nine or ten years of age first 

taught to make words.in Roman or in script letters ? 

IV. Are Roman or script letters used in teaching to read at 
the present time ? 

V. If your children are now taught by the word method, how 
early do they use the names of the letters of the alphabet in 
spelling or otherwise ? 

173 



174 



BOARD OF EDUCATION. 






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EXAMINATIONS IN NORFOLK COUNTY. 175 



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176 



BOARD OF EDUCATION". 



Table B. — Shoiving the Average Annual Expenditure, Number of 
Pupils to a Teacher, and Weeks of Schooling, for Three Years 
Preceding the Examinations. 



Towns Designated 
by Letters ia the 
Older in wliicli 
Uiey were Ex- 
amined. 


Average Annual 
Expenditure 
for tlie Three 
Years Preced- 
ing tlie Exami- 
nations. 


AvEEAGE Wages op 
Teacheks pek Month. 


Average Num- 
ber of Pupils 
to a Teacher. 


Number of 

School Weeks 

per Year. 


Males. 


Females. 


A . 






120,583 08 


$115 33J 


^46 18f 


31.6 


40 


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13,593 97 


121 55f 


50 90| 


26.8 


37-1 


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116 77^ 


46 40f 


38.4 


40 


D . 






6,166 66| 


125 66f 


41 96 


42.7 


37-2 


E . 






10,913 33| 


92 29i 


39 97f 


43.4 


38-4 


F . 






5,000 00 


105 551 


37 75 


28.7 


39 


G . 






10,567 76i 


77 58 


35 59 


44.2 


34 


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1,800 00 


40 00* 


31 79f 


22.7 


31-3 


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1,933 33J 


58 571 


33 221 


32.4 


34-3 


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5,666 66f 


77 16^ 


35 85-1 


31.8 


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7,166 66f 


93 02 


34 171 


36.7 


30-3 


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13,315 29 


123 66| 


51 25 


24.6 


40 


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6,003 33J 


54 75| 


38 30 


34.2 


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5,500 00 


70 20| 


33 83-1 


24.9 


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36 80 


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23,600 00 


104 42 


35 69 


36.8 


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92 50 


35 24^ 


33.2 


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2,427 53 J 


85 92 


36 66| 


27.8 


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5,352 50 


125 15 


36 01| 


23.8 


37-3 


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36,966 66f 


192 16| 


69 32f 


31.7 


40 . 


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16,933 33^ 


113 55J 


46 19 


41.9 


40 


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1,139 00 


32 00 


32 00 


17.8 


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9,333 33| 


106 93f 


36 61f 


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1,500 00 


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35 61| 


23.8 


33 



* Far one year. 



t For two years. 



TABLES OE AYEEA6ES FOE PEIMAEY GEADE. 



EXPLANATION OF TABLES. 



The letters of the alphabet designate the towns, and indicate 
the order in which they were visited. 

The numerals designate the schools with the order in which 
they were examined. 

The numbers expressed in the columns denote the percent- 
ages of correct answers given by the pupils reported. 

The blank spaces indicate that the pupils were not examined 
upon items expressed in columns where the spaces occur. 



Note. — The total average for each school was made up from the per- 
centages in the branches in which that school was examined. 

In making up the total average for the town, when the examination of a 
school in any branch was omitted, the school was allowed the percentage of 
the other schools of the town in that branch. In making up the total aver- 
age for the county the same plan was pursued. 

23 _^7^ 



178 



BOARD OF EDUCATION. 






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EXAMINATIONS IN NORFOLK COUNTY. 179 



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CO CO rf< 
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CO CO CO 
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00 


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w 



EXAMINATIONS IN NORFOLK COUNTY. 181 



oj ci ci tc 

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o 


CO <M oj 
CO CO CO 

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CO CO i-H rti CO CO t-- 

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ci -H CO CO o TiH CO o 

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CO t^ O CI CI ■* t^ 

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CO CI CO rH 


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CO 


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CO CO rH 


CO 

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CD i:^ O O O O ^ 
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CI 


o CO t^ CI 

CO CI CO rH 


o 
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m CO CO 


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CO O 05 
CO -^ <M 


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lO 


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CO CM CM rH 


CI 


CD O lO CO 
CO COCO •* 


CO 

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CI CO — 1 CJ h- O OS 
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CO 
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CO 

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CO ^ OS '^ 

>o lO CO CO 


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lo »o CO 




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t^coo-^oscocico 

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CO CO CO 

t^ lO lO 


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CO o .-1 CO -* CO CI 
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CO CO O O O CO o 

CO CO lO CO 


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r- CJ o o Q t^ o h- 

ci •^ CO CI ob t- CM CO 


OS 

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CO CO CO 
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01 

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182 



BOARD OF EDUCATION. 



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CO 

CO 


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10 CO ■* ■* CI CI 
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CO 

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10 t~ 10 -^ t^ l» 


CO 


CI 10 tH CO 00 

rji '^ tH CJ CI CO CI 


CO 


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t- t^ (M «0 

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CO 

CO 


t:)h CO CO C5 t- O'^ 

t- CI CI r-H CI 


30 

CO 


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CI 


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'^l t^ CO GO —1 CO 1 '^ 

CO t- <r> CO CO 10 CO 


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CI 


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CO 


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EXAMINATIONS IN NORFOLK COUNTY. 18:J 



ec b-Tji-^ so 

TjH OJ ^ o-* 

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CO 

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t- t~ CI CO O 05 

ci t- CO CO o ci t-1 

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cocJcicioococJ^cicocdcJGO 
t^ocococooococooio-rco 


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T-i o CO o 

CO (M (M 'iti 


CI 


CO lO CO t^ 1- —< 

■* -"^ t>. CI CO o 


o 


CO C5 CO t^ •* CO — 1 m CI o CO o CO 

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f— ( 

CO 


00 t^— 1 >o 
CM ^ Ol CO 


CI 


CO 'tl CI lO C5 --^1 

CO Tfi t^ CI CO lO 


QO 


cocsmoococociGOxoo'* 

COOlQlOCICOCOCOlOOOCOCO 




CJ CI lO o 

CO CO CM lO 


1— ( 
CO 


CO CI ^ o CI CO 

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OCO — t^OSO-rHOCO-Tt^OOlp 

t^ooocicoioiococomcoi- 




CO Ot-i lO 

CO CO CI r}i 


CI 

CO 


O 05 in t^ CI "+1 

o Tfi t- CO 1^ >o 


o 

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coocococjcocor^coi-cococD 


CO 


t^O O CO o 
iC lO o o o 


00 


r — H o o -tH lo 

o o CO CO lO CO 


CO 


^cociocii^TtHr^cococico 
i-^ CO i^ I- lO o CO CO o o CO m 


o 

CO 


t- Tt4 t^ CI C5 

lO "*i lO lO lO 


CO 


CO CI O t^ CI o 

CO CO lo o o CO 


o 


--G0ocococo-^t^oo:co-ti 
t^cot-coiOTticoiOiCininio 


CI 

CO 


l> CO r? o — ' 
lO o CO CO CO 


o 
o 


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t^ CO CO i^ >o t^ 


co 


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i^cojt-t-coocot-cocooco 


C5 

o 


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lo CO o 1^ Tti 




CO rt< O Cl CI CO C5 
lO Tti Tti CO CO 00 O 




CI Ci -H o O CI CO CI CO o o o 

t-oocom locot^'ocooi.-- 


o 


CI o o o o 
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lO CO Tj< O lO CO 




OOOCOiCO-^iOQOt^Ot^— < 

lO t^ lo m CI CI CO CO 1^ CO CI CI t^ 


CO 


00 o o o o 
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o 


CI O O >0 O lO CO 
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CI 


OCOOC»iOO-*lXCOCOO>CCO 

t^-<t('ticocicoioioiococici-^ 

■ 


Ci 


lO o oo o 

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CI 


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i>-coooo>noTrio50ooooocoo 


CO . 


rf >0 00 O CO 
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lO CO ■* CO CI -^l o 


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t^coiococooiot^t^cococot-^ 


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CO rt< •* '^ 1-1 t^ CO CI CI lO CI m 1^ 


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CO CO '^ CO '^ 

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CO 


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00 


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CI 


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lO Ttl CO CO Ttl CO Tfi 


CO 


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col0l0l0l0l0l0l0l0loco•'*l0 


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CI 


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05 CO O -* •<*l •* 1-1 

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6 




Ph 





184 



BOARD OF EDUCATION. 







•SfinOX 9St'J8AY 


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CO CO Tf t^ o 

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•uoissaid 


a> CO oi 00 CI o o 

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CO 


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a 

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1 

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t~ i^ o CO o 


o 

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CO »-< t:^ CO (M 05 O 
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1—1 
1^ 


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CO 


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CI 

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pa 
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02 


1 

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O O b- lO t^ CO O 
t^ O 00 CO CO CO (N 


CO 
o 


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1—1 

CO 


, t-oo o 
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CO 

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O -^ t— O CO o o 

CO CO CO -^ CO o 


CO 
CO 


t^ O O CO 
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s 

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s 

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t^ o 00 OS 

rH 


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00 


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CO CO O C5 t^ t^ CO 

CO CO CO CO lO '^ CO 


1-- 

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00 
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o 
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t^ CO O 05 ^ CO CO 

CO '^ t- lo 00 lo d 


■^ 
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o 
00 




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O CO -^ rtH 


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s 


b-^ 


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CO -^ 05 iC O O 'tH 
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CO 


a CI CI 


t- 
t- 


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l^ OD CO CO 


CO' 




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O lO ^ IC CO O O CO 
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lo CO o 


o 

CO 


COOrHO 

CO o i-i o 


CO 




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05 


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00 

1 


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a 




p^ 




M 





EXAMINATIONS IN NORFOLK COUNTY. 185 





00 
1-5 



r-^ CO t- 

i-j CO ci 10 

CO 10 10 CO 


00 


CO 


ci 1^ CO 

in rp in 



in 




CI 




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^ 

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t^ CI O (M 1^ -ti -H -^ cti 


CO 



CI CO CO 
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in 


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cicot^ooco'rrci^ 



10 


t^coco 
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in 


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■^ 


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CO 


CO m 

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m 


Cl Cl oc 

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CO 


T(< CO lO oi t> 01 b-. o o 




CO 


^ _i -^ 
t^ t^ 1- 1^ 


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m CO m CD 
t- CO CO 


CD 


oocococooo-*<t^ 
lO 10 i^ 1^ 


1— I 




i-H r- CO CO 
b- CO t^ CO 


05 

CO 


Cl Cl CO 

t- CO in in 




in 


00Ot^OOTt<O00^ 


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t^ m t^ CO 
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CO 

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c, 




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CO r^o GO 
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CO 
CO 


(X) eo 10 CO 1-- 10 lO Tin 


CO 




CO GO GO CO 
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in 


CO CO 
m CO CO in 


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CI i^ CO CO cc CI ':7 CO cc 
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m 

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in CO 
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CO 

00 


m GO h- 

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in CO 

t- CO CO Cl 


in 


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t-000 1--lO-^CO-<3< 




CO 


m CO 





m r- CO Cl 

CD CO ■* 


in 


r- GO >0 CI CS 
t> CI CO CO r-( CM 


CI 


00 -t< CO 

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CO 


CO i-o in 

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05 


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00COl>00t>.l>.Tt<OT}1 


Ci 




OCl "Jfi CO 

t^ CO t-- t^ 






CO 00 
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C5 

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CI CI CI lO C2 CS C5 "^ 
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10 


Cl CO Cl 

in in in CO 


in 
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in Cl t- GO 

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Cl 




IC — ^ CO t^ 00 --H r+l 

osoot-coiocot^csioo 


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00 


oci^ 
CO GO CO 00 


CO 


CO Cl •* 
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CO 00 Cl 

00 CO CO 


t^ 

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CO 


^COCOOCOC1CO-t<-^ 
CI •— 1 I— 1 t— 1 I— ( CI 


CO 
»— ( 

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en Cl 10 ^H 

CO CO Cl Cl 


1—1 

r-l 


tH m 
1—1 


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— .-( 

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1 1 1 1 1 1 1 1 1 

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1 

Ci 




■^ t-- >-H 
1 1 1 1 

0000 


1 

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r-c Cl -^ m 
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1 


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p 




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186 



BOARD OF EDUCATION. 



o 



bq 



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TJHrfH CO 

CO ir> CO t-5 i>l 

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CO 
CO 


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Cl rt< CO Cl o •* 




id 
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El 

a 


•93BJ8Ay 


■* •* CO lO o 


CO 
CO 


CO CO CO Cl CO CO 
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t— 1 

CO 


•0^ 
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rji •<* O rfi 1— 1 1 ■^ 


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T-i CO -^ Cl Tfi o 


CO 


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-otmj; 'SutnadS 


CO (M O O O 
■^ ■* O'S rtl 1— 1 


CO 

CO 


OS CO Cl 1^- o CO 
•^ CO Cl »o CO 


o 
CO 


■uoTSsajd 
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1 

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■^ Tjl CO '^i i-H CO 


m OS t^ Cl »0 lO 
Cl CO I— 1 CO "^ 


CO 

d 


6 
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CO CO CO CO -^ 

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CO 
CO 


CO CO 1—1 O CO lO 

CO 1^ CO -^ lo o 


OS 
CO 


•uoiuio 
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Ol Tl CO CO t^ 
1> CO t- CO lO 


Cl 


Cl O CO rH -rfH t^ 

o in ^ o o CO 


o 


« 'Ill's' ,. 


1-1 lO t^ Ci rH 
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CO 


CO CO t^ Cl ici b- 
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in 


a 
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a. 

03 


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1 

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CO 


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CO CO iO(M CO 


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CO 
CO 


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i-O ^ O O CO 
00 lO o t- t- 




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d CO CO o 
1—1 


CO 


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CO -ti lO O 00 
lO lO t^ lO ■* 




■* b-T-l O O lO 

eo CO ■* CO lO CO 


OS 
CO 


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CO CO r- Cl oi 

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00 

I— 1 


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Cl 


CO 


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t-CO CO CO cs 

CO CO OS lO 




Cl Cl OS ■* 05 1>- 
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CO 

d 


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1.0 

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1— 1 CO CO t^ lO o 

CO CO rl d ■* K5 


OS 

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lo CO o Cl CO 

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CO 
CO 


CO Cl CO CO O lO 
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00 


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CO 


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r-i !—( 


00 

1 
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iq 


paiBuS 


|99p '8UM0X 


^ 




>^ 





EXAMINATIONS IN NORFOLK COUNTY. 187 



t^^i-HIO CI CO tHi-^O ODCO(MO«CiCCllOCOOOCDCO-<# 



O O ^ O <-H O O <-i ^ 

O^Ht—r-li— IrHr-Hi— li— llOrHCOl— IO0500C0THG0C0t^l>.l>-C0 

I I I I I I I I I I I I I I I I I I I I I I I I 

C5C5OOC5C5Ci05OCiC5C5C5OO05C50505C505C50505 



oo^Haoo(Mt-eooooocot^oooc50t~coQO->^eooTfi-^ocD 



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1 




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ci il 




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o 


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uj 




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1 


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»-( 





TABLES OF ATEEAGES FOR GEAMMAR GEADE. 



EXPLANATION OF TABLE D. 



The letters of the alphabet designate the towns, and indicate 
the order in which they were visited. 

The numerals designate the schools, with the order in which 
they were examined. 

The numbers expressed in the columns denote the percent- 
ages of correct answers given by the pupils reported. 

The blank spaces indicate that the pupils were not examined 
upon items expressed in columns where the spaces occur. 

The letter L, in the column marked " Silent Reading," de- 
notes that the pupils of the school wrote a letter, instead of the 
narrative. 



Note. — The total average for each school was made up from the per- 
centages in the branches in which that school was examined. 

In making up the total average for the town, when the examination of a 
school in any branch was omitted, the school was allowed the percentage of 
the other schools of the town in that branch. In making up the total aver- 
age for the county, the same plan was pursued. 



190 



BOARD OF EDUCATION. 



Cis 




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in 

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rt< C5 O CO O tM O 
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t~ b- O (M CO O lO CO <M 

0->#COOi-ICOCt)COt- 




CCiCOt— l(M<M05'!tHC35CO 

cocot-i>-oO'^'^coio 


CO 


■notj'BiUDTmj 


COCOCIOiOOilOCOO 
CO':t<-^(MO(>Jl^Tj<CO 


o 


OCl-^t^COlOOCiCO 

io->^iOTricorriiocoi>- 


CO 
lO 


•drqsa'Buiuaci 


t^coc-ir-icoi^cocoio 

lO-rfi-^o^ricocoTti'ti 




COCOCOCOCOrHCOCOOS 
lOOiOrfliOiO-^CO'^ 


CO 


•uoissajd: 
-xa uawujii 


ost^coosoocooiooco 
cocoioO'!*<cot^cot^ 


o 

CO 


b-COOOOt^Oi— (OCT 

i>"*t--i>t-cocoioco 


o 
1^ 


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co'^coTficocoioioco 


CO 


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CD 


6 

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CO ic ui o o .— 1 CO 

CO CO t-- CO lO CO CO 


CO 

CO 


m iTj c:i CO CM o ^ o 

CO '^ CO t- l^ t- O lO 


CO 


•noissajdxa 


CO >0 -rtH !M O CO ■* 

CO O t- CO O lO CO 


CO 


^ooooco^o 
CO -5jH CO i.- t^ t- o lO 


CO 


•notjnoaxa 


CO m lo t- o '^ --H 

CO CO t- O O CO t^ 


CO 

CO 


COiCiCiCO'+i-*t^O 

ccificot^t-t^oio 


CO 
CO 


6 

S 

H 
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3 

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t, CO 

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cjT-^t^co^ibcoiocs 

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oooco'*!,— 1.— icsii-tio 

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CO 


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•UOISIA 
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r-uooot^oQ-^iio 
coi>coco»— I-^IOCOI~- 


o 
o 


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ooiracocoococoiom 


CO 


■uam[oo 
m uonippv 


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t^ot^-iococooco 
I— 1 


CO 


ClOOt^tM'^OCOO 

ocoocojomuocoo 




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C0tHOOC010C\J^(M 

r-l CO CM T- 1 


CO 

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1—1 


moocoi-icococoio 

(M 1-1 r-l (M i-l 


crs 




lodaj s 


in-ioAVasouM 
aSy aSejaAy 


£ Oi-iioiOi-icoo 
'=> 1 1 1 1 1 1 1 

u -^COCOCOOICOOO 


1 

CO 

1—1 


o 

T^t-COCOr-ICOO'— lO 

1 1 1 1 1 1 1 1 I 

■^CO'+IOICOCOOICOCO 


C5 
1 

CO 


•siootps 


i-IOlCO-*»OCOt>-0OOS 


T-I(M CO •<* lO'cO t^ 00 C5 






•BOSiOl 


<ii' 




pq 





EXAMINATIONS IN NORFOLK COUNTY. 191 



?0 iH ■* OO 05 t-- 

eo t-^ OS TjH ic GO 
t^ i> t^ t^ t^ t- 




CD r-J 

1—1 I—I 

CO CO 


CO 



K5 1-1 ■<dj CD 

1-i CO CD CI 
CD CD Ti^Tjl 


CO 
CO 


CO 

10 


00 t> CO 00 00 rH 

06 oi oi t-^ OS t-^ 

CO CO ■* m ■* CO 


CO 

CO 




O CO O CO o 

t^ t-oo t^t- 


t- 
t- 


CO Til 


CO 


CO I- 

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1^ 


1— ( 


»o CO 

t-Tti uo ■* 


CI 




i-H ,-1 o C5 o 01 

CO CO CO t-- CO CO 


CI 

00 


00 01 

10 CO 







i^ 00 OS 

CO ^-* 


CD 




CO CO OS -* 

CD O) Tt CD ■£) -^ 






^1-1 CO T^ C5 

cxi OS OS 00 c:5 CO 


OS 
CO 


10 CO 

cc* 


CO 
CO 


^^ to r-l T-l 

CO CO 10 10 


OS 




10 


CO t^ 
t- ^ ■* CD CD eo 


CO 




00 ■<* 10 00 

t- CO OS b- 00 t» 


CO 

00 


rji eo 


CO 


CD CO !>• 
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OS 


CO 
T}< 


OS -^ 00 r*< m 

10 T-t eo Tf< CD •TTi 


CO 

T}H 


CO CO 00 CO t^ 00 


CO 


•^ CD 
CN 


1— ( 



CO •* 00 CO 

10 »0 ■rfi 10 


^ 


CO 

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OS 1^ OS CD CO 
Ttl CO CO IQ ■* CO 




tH 


»0 OS (M 00 CO 

OS 00 CO 00 CO CO 


00 

00 


CD OS 
CD Ol 


CM 

CD 


tjh CO CO »ra 


rH 


OS 

■* 


CO ^^ in CO cs CO 

t^ CO t^ 1^ CO ■* 


CD 


t^ t^ CO OS <M 
CD «0 J>. 1> >0 1^ 



I- 


CO (M 

CO 





CO GO CO J 
lO^"^ 


10 





CO T^ vj; 10 1_3 i-J 

t- CO " l^ " 


00 

CD 


(M CO 00 t-O t- 
CO CO t- t^ 00 t- 


OS 


CO 
CD LO 


CO 


01 CO CO 

i^ t^ t^ m 


t- 


1^ 

CD 


b- CO eo lO cs 

t^ t^ CD CO CO 


CO 
CD 


COCO eg cs t^ 
CO 00 i^ 00 t- 1^ 


00 


CD 10 




CD 


OS CO cs 
CD CO CO IQ 


CD 


CD 


CO -t< Ttl t^ CO cs 
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10 
CO 


1-1 CO CO Tfi »-i t>> 
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00 . 




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CD 


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10 

CD 


1-1 CI CD OS t^ OS 
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CI 

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rH CO 00 
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OS 


OS 




CO 

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10 


CD 


rH CO 
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t- !>• OS I- 00 OS 


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EXAMINATIONS IN NORFOLK COUNTY. 193 







05 1> -^ CD IC 05 05 

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EXAMINATIONS IN NORFOLK COUNTY. 195 



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196 



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INDEX TO LITHOGEAPHS OF LETTERS, 
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Work op Primary Gradk. Page. 

Arithmetic, Best and Poorest • • . . 201 

Best of Letters ........«,.,, 202 

Poorest of Letters ••»... 212 

Average Letters of Highest Two Towns ....... 215 

Average Letters of Lowest Two Towns ..,,,,. 218 

Work op Grammar Grade. 

Arithmetic ........,,,,, 220 

Best of Narratives 226 

Poorest of Narratives 234 

Average Narratives of Highest Three Towns 240 

Average Narratives of Lowest Two Towns .♦.,«. 246 



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INDEX. 



Arithmetic 127, 130, 131, 163, 178, 190, 201, 220 

Abbreviated processes in 104, 167, 190 

Average percentageji iu 104, 178, 190 

Elementary combinations in 167 

Ends to be secured in teaching 163 

Expression of arithmetical processes 106, 168 

Fac-similes of iiupils' work 201, 220 

Figures to have special attention 145 

Fundamental operations iu 164, 166 

Measurement, problem in 168 

Methods in use in teaching 165, 166 

Moral bearing of, in teaching 169 

Practical work in 166-168 

Results in, how marked 128,133 

Tests in, for primary schools 127 

for grammar schools 130 

Beginners in reading, table showing methods of teaching . . . 173, 174 

Classes, number of examined 124 

Composition writing 126, 129, 150, 178, 190 

Average percentages in primary schools 178 

in grammar schools 190 

Capitals and punctuation 127, 129, 130, 158, 159 

Contrast in schools in composition 157 

Forms of expression and words used in 159, 100, 101 

Grades of, to suit activities of mind 150 

Grammatical construction 102, 103 

Letter-writing, a iiractical form of composition 159 

Letters written in primary schools, fac-similes of 202 

Substituted for narratives in some schools 189 

"Writing of, omitted in some schools 132 

Narratives Avritten in grammar schools 226 

Punctuation 120, 127, 129, 156, 178, 190 

Results, how marked 127, 129,130 

Syllabication 157, 158 

Tests in primary schools 120 

in grammar schools 129 

Examinations, fair test of attainments 131, 133 

Age of pupils examined 121, 124 

Ages omitted on some papers 125 

Average ages of pupils 178, 190 

Classes, pupils, and schools, number of 124 

Extent of 123 

How, by whom, and when conducted 131 

249 



250 INDEX. 

Subjects embraced in examinations 125 

Tabulated results of 178, 190 

Fac-similes of pupils' work 201 

How selected and arranged 170 

Grammar schools, tabulated results of 190 

Number of scbools, pupils, and classes examined 124 

Number of pupils tabulated _. 124 

Lithographs. (See "Fac-siiniles.") 

Marking and tabulation of results 133 

Mixed schools, number of . 124 

Average percentage of results in 172 

Moral culture, its relation to knowledge 169, 171 

Norfolk-county School Committees' Association 121, 172 

Observations in schools, in reading 134 

in penmanship . 144 

in spelling 147 

in composition 156 

in arithmetic 163 

Penmanship 127, 129, 144, 178, 190, 202 

Average percentage in 178, 190 

Differences in schools . 144, 145, 147 

Drawing, an aid to 147 

Fac-similes of pupils' work in . . . 202 

Figures and letters, accurate forms of 144, 145 

Methods of teaching, to secure good results . . . . • 146, 147 

Requisites, legibility, uniformity, rapidity 144 

Eapidity too much neglected 144, 14G 

Tests and marking 127,129,133 

Percentages 164 

Tables of, for primary schools 178 

for grammar schools 190 

for county 187, 197 

Primary schools, tabulated results of 178 

Number of schools, pupils, and classes examined 124 

Pupils, number of, tabulated 124 

Punctuation 126, 127, 129, 156, 178, 190 

Reading 125, 128, 134, 174, 178, 190 

Average percentages in 178, 190 

Books used, too advanced for pupils . 137 

Definition of reading 124 

Ends of teaching 135 

Expression important end in oral reading 136 

Girls better readers than boys ' . . . 139 

Knowledge to be made an end 139 

Love for, how acquired 138 

Oral, occasion for silent reading 135 

Oral, is made the end 136 

Reading books for study 139 

' Results in schools differ 135 

Silent reading shown by narratives 140, 141 

Supplementary reading 138-140 

Table showing methods of teaching 174 

Teaching, methods of 137 

Tests in reading for primary schools 125 

for grammar schools . . . . . . . 128 

Schools, number of, examined 124 

Comparative rank of 171 



INDEX. 251 

Spelling 126,129,147,178,190 

Arrangement of results by towns 149 

Average percentages in primary schools 178 

in grammar schools 190 

Common words to be spelt 148 

Errors from misi^ronunciation 153 

Oral, useful 155 

too much relied upon 148 

compared with written 155 

Phonic analj-sis 154, 150 

Rules to be api)lied in grammar schools 148, 153 

Spelling in sentence and by dictation compared .... 147, 148 

Tests and marking in primary schools 120, 133 

in grammar schools 129, 133 

Word method of teaching reading an aid 155, 150 

"Words selected from sentences 148, 150, 151, 152 

Supervision of schools 171 

, Table showing method and cost of 174 

Tests and marking for primary schools 125,120,127 

for grammar schools 128, 129, 130 

Tests, how applied 131 

Table showing cost of supervision 174 

method of teaching beginners to read 174 

expenditures for tliree years 170 

wages of teachers and pupils to teacher ..... 170 

percentage of primary schools 178 

of grammar schools . VM 

rank of towns in different studies 198 

Towns, why designated by letters 170 

Index to, prepared • . 170 

Words misspelt, lists of 151, 152, 153 

Writing, what included in Ill 



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029 456 657 




LIBRARY OF CONGRESS 




